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Triggers of Curiosity in Social Constructivist Classroom Discourse

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Title: Triggers of Curiosity in Social Constructivist Classroom Discourse
Language: English
Authors: Farhan Ali (ORCID 0000-0001-6773-893X), Yuhan Wang (ORCID 0009-0000-0365-0277), Serena J.-W. Wang, Gaoxia Zhu (ORCID 0000-0003-4589-0775)
Source: npj Science of Learning. 2025 10.
Availability: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Grade 3
Descriptors: Personality Traits, Arousal Patterns, Constructivism (Learning), Classroom Communication, Discourse Analysis, Elementary School Students, Longitudinal Studies, Network Analysis, Predictor Variables, Grade 2, Grade 3, Stimulation, Social Networks, Classroom Design, Classroom Environment
DOI: 10.1038/s41539-025-00330-5
ISSN: 2056-7936
Abstract: Arousing and sustaining young students' curiosity within school environments is an important concern in contemporary education. Our study investigated the triggers of curiosity in elementary classrooms centered around social constructivist discourse, specifically knowledge-building. To this end, we performed longitudinal network analysis on 4166 utterances over 28 lessons to extract directional relationships that best predicted expressions of curiosity in second and third grade students. For both grade levels, we found that a student's curiosity further stimulated curiosity of the same student or other students, indicating a social chain of curiosity. We further identified three types of teacher utterances--conveying information, giving positive responses, and reiterating students' opinions with uncertainty--as effective in stimulating student curiosity. The study expands our understanding of student curiosity in social constructivist classroom while offering preliminary insights into the broader question of how to design a classroom environment to promote the pursuit of knowledge.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472369
Database: ERIC
FullText Text:
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  Data: Triggers of Curiosity in Social Constructivist Classroom Discourse
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  Data: <searchLink fieldCode="AR" term="%22Farhan+Ali%22">Farhan Ali</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6773-893X">0000-0001-6773-893X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yuhan+Wang%22">Yuhan Wang</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0000-0365-0277">0009-0000-0365-0277</externalLink>)<br /><searchLink fieldCode="AR" term="%22Serena+J%2E-W%2E+Wang%22">Serena J.-W. Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Gaoxia+Zhu%22">Gaoxia Zhu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4589-0775">0000-0003-4589-0775</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22npj+Science+of+Learning%22"><i>npj Science of Learning</i></searchLink>. 2025 10.
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  Data: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
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  Data: 10.1038/s41539-025-00330-5
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  Data: 2056-7936
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  Data: Arousing and sustaining young students' curiosity within school environments is an important concern in contemporary education. Our study investigated the triggers of curiosity in elementary classrooms centered around social constructivist discourse, specifically knowledge-building. To this end, we performed longitudinal network analysis on 4166 utterances over 28 lessons to extract directional relationships that best predicted expressions of curiosity in second and third grade students. For both grade levels, we found that a student's curiosity further stimulated curiosity of the same student or other students, indicating a social chain of curiosity. We further identified three types of teacher utterances--conveying information, giving positive responses, and reiterating students' opinions with uncertainty--as effective in stimulating student curiosity. The study expands our understanding of student curiosity in social constructivist classroom while offering preliminary insights into the broader question of how to design a classroom environment to promote the pursuit of knowledge.
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  Data: 2025
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  Data: EJ1472369
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        Value: 10.1038/s41539-025-00330-5
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      – Text: English
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      – SubjectFull: Personality Traits
        Type: general
      – SubjectFull: Arousal Patterns
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      – SubjectFull: Constructivism (Learning)
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Discourse Analysis
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Network Analysis
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Grade 3
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