Abstract

What are the opportunities for cultivating children’s curiosity during informal afterschool programs? How can this approach augment children’s formal STEM learning? Using a mixed methods approach, this action research study was developed at a family development center over a two-year cycle. The intent was to identify best practices that spark and amplify children’s curiosity using STEM knowledge and skills initiated by their own questions. The Club’s mission was to observe and investigate, to ask questions, and to share curiosity with others. Participants were second to sixth graders who attended the center at the end of the school day. Various approaches were implemented to elevate students’ curiosity. Initially, manipulatives and STEM tools were introduced by the researcher. These included examining curiosity blocks created from scanning electron microscope images, playing science-based challenges or games, reading multicultural science books, and conducting mini experiments. The children became confident in supporting each other’s curiosity by generating inquiry questions, and their discussions translated into authentic research investigations and projects. An analysis of the instructional methods, student generated questions, and projects indicate that establishing a Curiosity Club allowed the students multiple ways to build confidence and self-efficacy toward inquiry learning. Students shared ways they applied their curiosity in school and at home. It is recommended that follow-up visitations to the children’s classrooms and family interviews should be conducted to validate that the Curiosity Club model is elevating the children’s Habits of Mind for STEM learning.