Nurturing Childhood Curiosity to Enhance Learning: Evidence from a Randomized Pedagogical Intervention
评估了一项通过培养好奇心提升小学生学习的教学干预，发现其提高了好奇心、知识保持和科学成绩，效果持续至中学，并促进了信息分享和同伴学习。
We evaluate a pedagogical intervention aimed at improving learning in elementary school children by fostering their curiosity. We test the effectiveness of the pedagogy using achievement scores and a novel measure of curiosity. The latter involves creating a sense of information deprivation and quantifying the urge to acquire information and retention ability. The intervention increases curiosity, knowledge retention, and science test scores, with the effects persisting into middle school years. It also leads to more information sharing and peer learning in the classroom. The evidence can help design better pedagogical tools to increase pupil engagement and the quality of learning.