Investigating scientific curiosity in young learners: a multiple case study of a five-year-old, a six-year-old, and a seven-year-old

Abstract

The purpose of this qualitative, multiple case study research was to understand scientific curiosity in young learners (children between the ages of five and seven years) which is a population often neglected in qualitative curiosity research. Situated learning theory provided the theoretical framework since curiosity is viewed as an independent and personal endeavor in which knowledge is constructed on an individual level. This study focused on three research questions: (1) what are young learners curious about that may possibly influence future science learning and education, (2) when a natural phenomenon captivates a young learners scientific curiosity, what actions follow, and (3) what are characteristics of experiences young learners bring with them from outside of their schooling that may influence scientific curiosity. Three young children and their parents participated in the study for a maximum of ten interactions. Data collection methods included initial semi-structured interviews of both the children and the parents, field notes, observations, and photographs taken by the researcher, adult participant, and/or child participant. The findings showed that several observable behaviors of curiosity in previous studies with younger and older participants were also apparent in this studys participants: exploration/discovery, questioning, and sustained interest. In addition to the anticipated findings, several unforeseen findings appeared during the data analysis process. These unforeseen factors affecting curiosity included technology, interruptions and diversions, curiosity of other family members, and fear of natural phenomenon. The findings have implications for early childhood and elementary teaching practices, learning environments, and designing lessons in elementary classrooms.