Twenty-sixth International Conference on Learning

Abstract

What are the opportunities for cultivating children’s curiosity during informal after-school programs? How can this approach augment children’s formal science, technology, engineering and mathematics (STEM) learning? Using mixed-methods this action research study was developed with the assistance of a family development center over a two-year cycle. The intent was to identify best practices to spark and amplify children’s curiosity using STEM knowledge and skills driven by their own questions. Preservice teachers and college volunteers were involved in assisting the creation of Curiosity Club with the mission: To observe, to ask questions & to share curiosity with others. Participants were females in second to fifth grade. Various approaches to elevating curiosity were implemented. These included introducing curiosity blocks created from scanning electron microscope images captured by high school student researchers, developing projects based on children’s questions, playing science-based challenges and games, and providing informal ways for children-driven discussions resulting in mapping their own research skills. An analysis of the instructional methods, student-generated questions, comments & projects will be shared. Implications about student self-efficacy toward inquiry learning, mentor and teacher roles for encouraging children to share curiosity expressions and best practices to help strengthen children’s habits of mind in informal settings will be discussed.