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Second- through fourth-grade students were read a storybook that described a typical boy who interacted with an obese boy for one of four reasons (sympathy, curiosity, teacher instructed, or no reason) to explore the manner in which a typical storybook character's reason for associating with an obese storybook character influences children's responses to both characters. Results revealed that the children responded more favorably to the obese storybook character after than before learning about the typical storybook character's association with him, especially when the typical storybook character's reason for association was presented as internally motivated (sympathy or curiosity). In contrast to “stigma by association” findings reported in prior research, the children also responded more favorably to the typical storybook character after than before his association with the obese storybook character. [ABSTRACT FROM PUBLISHER]

Consciousness is a topic of considerable human curiosity with a long history of philosophical analysis and debate. We consider there is nothing particularly complicated about consciousness when viewed as a necessary process of the vertebrate nervous system. Here, we propose a physiological "explanatory gap" is created during each present moment by the temporal requirements of neuronal activity. The gap extends from the time exteroceptive and proprioceptive stimuli activate the nervous system until they emerge into consciousness. During this "moment", it is impossible for an organism to have any conscious knowledge of the ongoing evolution of its environment. In our schematic model, a mechanism of "afference copy" is employed to bridge the explanatory gap with consciously experienced percepts. These percepts are fabricated from the conjunction of the cumulative memory of previous relevant experience and the given stimuli. They are structured to provide the best possible prediction of the expected content of subjective conscious experience likely to occur during the period of the gap. The model is based on the proposition that the neural circuitry necessary to support consciousness is a product of sub/preconscious reflexive learning and recall processes. Based on a review of various psychological and neurophysiological findings, we develop a framework which contextualizes the model and briefly discuss further implications. [ABSTRACT FROM AUTHOR]

The knowledge and the stimulation of the young learner's creativity is one of the most important directions of development and modernization of the educational process. The development of the students' creativity can lead in time to the progress of the societal progress, emphasizing every person's creative potential. The study aims at presenting aspects related to the knowledge and the stimulation of the young learner' s creative capacity, by creating a positive learning environment that will nurture the students' curiosity, developing the creative skills that are essential for learning. [ABSTRACT FROM AUTHOR]

In this essay, Frederick Schmitt and Reza Lahroodi explore the value of curiosity for inquiry and knowledge. They defend an appetitive account of curiosity, viewing curiosity as a motivationally original desire to know that arises from having one’s attention drawn to the object and that in turn sustains one’s attention to it. Distinguishing curiosity from wonder, the authors explore several sources of the epistemic value of curiosity. First, curiosity is tenacious: curiosity whether a proposition is true leads to curiosity about related issues, thereby deepening our knowledge. Second, it is to some extent biased in favor of topics in which we already have a practical or epistemic interest. Third, and most important, curiosity is largely independent of our interests: it fixes our attention on objects in which we have no antecedent interest, thereby broadening our knowledge. Schmitt and Lahroodi elucidate the value of curiosity by outlining its role in levels of development — an approach indebted to John Dewey’s explanation of the value of curiosity. Finally, they raise some questions about the implications of their account for educational practice. [ABSTRACT FROM AUTHOR]

Asking questions is an activity central to inquiry learning. This research examined documents created during an open inquiry learning process of the Biomind programme for Israeli high school students. In addition, to understand how students express and develop curiosity in learning, we observed students during a molecular biology lesson, a subject not included in their inquiry project. We performed a grounded theory qualitative approach, based on content analysis. This paper presents four models for establishing logical associations between inquiry questions, and these can serve as a framework for the open inquiry plan. We found that students develop an open inquiry process on the basis of these models. In addition, we found that curious students conduct their inquiries by using the model providing the least degree of certainty, but a high degree of dynamic inquiry. [ABSTRACT FROM AUTHOR]

Examines the problems with teaching based on targeting the deficiencies of the students. Importance of curiosity in learning among children; Overview of how children can learn academic skills through practical life projects; Advantages of an academic curriculum based on the areas of interest of the student.