Six-category question taxonomy for measuring curiosity in STEM contexts¶

Theory · All theories
Evidence · 3 claims (3 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article devises a categorization scheme for student questions as a simple measurement tool for curiosity, since existing curiosity theories do not categorize question types. "Based on this theoretical framework, the question categories us ed in this study to assess curiosity are as follows." The six categories are INCONGRUOUS (violating a model or heuristic rule), CONGRUOUS (understanding or gathering information about how a model or rule is applied), MODIFYING (probing changed assumptions or parameters), GENERALIZING/ANALOGY (comparing models), CAUSAL/CREATIVE (generating or improving models), and INFORMATIONAL (intrinsic-interest information).

Design Implications¶

Context¶

Requirements¶

• Student responses collected as they explore interactive simulations, with categorizations discussed in class so students become aware of the many ways they might be curious

Constraints¶

• The authors state the list of categories may not be exhaustive for all disciplines or topics, and the sorting categories are non-unique with potential confusion from redefined terms

Target Learners¶

• engineering physics undergraduates

Target Learning Objectives¶

• curiosity and question generation in STEM

Claims¶

• Congruous Curiosity Dominates Questions [+M]
• Every student present submitted at least one question response for each simulation, without external incentives [+W]
• The category distribution of student questions varies substantially across different simulations [+W]
• Engineering physics undergraduates are more curious than they appear in lecture when given the chance to submit questions about interactive simulations [+W]

Related Theories¶

Examples¶

• Solicit open-format curiosity questions after interactive simulations and use responses as a springboard for instruction

Key Sources¶

• F.V. Kowalski and S.E. Kowalski. (2013). Enhancing Curiosity Using Interactive Simulations Combined with Real-Time Formative Assessment Facilitated by Open-Format Questions on Tablet Computers. https://arxiv.org/abs/1308.1110