Digitally Curious: A Qualitative Case Study of Students’ Demonstrations of Curiosity in a Technology-Rich Learning Environment

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Curiosity is an important construct for educators as it is connected with knowledge and higher-order thinking, goal-oriented behavior, motivation, and persistence. It is also negatively correlated with boredom and anxiety. While research documents this strong connection between learning and curiosity, no studies existed exploring curiosity in a technology-rich learning environment. The purpose of this study is to identify and examine whether students demonstrate curiosity in a sixth grade mathematics classroom with technology-integrated learning and if so, how and why. Technology-rich work was designed for students and included in the study to examine students’ demonstrations of curiosity while learning mathematical procedural ... continued below

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McLeod, Julie Kiser August 2011.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 740 times , with 10 in the last month . More information about this dissertation can be viewed below.

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  • McLeod, Julie Kiser

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Description

Curiosity is an important construct for educators as it is connected with knowledge and higher-order thinking, goal-oriented behavior, motivation, and persistence. It is also negatively correlated with boredom and anxiety. While research documents this strong connection between learning and curiosity, no studies existed exploring curiosity in a technology-rich learning environment. The purpose of this study is to identify and examine whether students demonstrate curiosity in a sixth grade mathematics classroom with technology-integrated learning and if so, how and why. Technology-rich work was designed for students and included in the study to examine students’ demonstrations of curiosity while learning mathematical procedural knowledge, conceptual knowledge and problem solving knowledge. A case study methodology was used with 13 students purposefully selected from a Title I sixth grade class to participate. Data were collected from interviews using a semi-structured interview protocol and triangulated with observations and students’ reflective writings. Interviews were transcribed and coded. A total of 60 codes and four categories were identified. Three themes emerged: 1) digital play; 2) welcome and unwelcome scaffolds; and 3) action is power; power follows ideas. These themes identified ways in which students demonstrated curiosity in the sixth grade mathematics classroom and thus can inform educators.

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  • August 2011

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  • May 17, 2012, 9:47 p.m.

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  • Dec. 2, 2013, 11:50 a.m.

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Citations, Rights, Re-Use

McLeod, Julie Kiser. Digitally Curious: A Qualitative Case Study of Students’ Demonstrations of Curiosity in a Technology-Rich Learning Environment, dissertation, August 2011; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc84250/: accessed March 26, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .