Wendy Ostroff in her recent ASCD book, Cultivating Curiosity in K-12

Classrooms,  suggested that curiosity may be critical to student (and teacher) success
in school. In her introduction she pointed to research that showed:

 Curiosity jump-starts and sustains intrinsic motivation, allowing deep learning

to happen with ease

In this
essay, Susa
n
Engel argue
s that
curiosity is
both
intrinsic to
children’s
devel- opm
ent and
unfolds
through
social
interaction
s. Thus, it
should be
cultivated
in schools,
even
though it is
often
almost
completely
absent
from
classrooms.
Calling on
well-
established
research
and more
recent
studies,
Engel
argues that
interactions 
between
teachers
and
students
can foster
or inhibit
children’s
curiosity.
She offers
an explana
tion for
why
curiosity is
not a
priority in
our
educational
system and
calls
for greater
attention to
children’s
interests
and
exploration
s, which,
she argues,
are
the mechan
isms that
underlie au
thentic
learning.
Several years
ago, I ound
mysel sitting
in the corner
o a th-
grade
classroomin a
rural public
school
observing
a science
class unold.
As I looked
around,I saw
many o the
accoutrement
s o an
apparently
good
classroom.
There were p
osters on the 
walls showing 
reptiles and s
h, a
diagram o th
e periodictabl
e, and a
photograph
o a scientist
in a lab
coat peering
into a test
tube. Along o
ne counter we
re several micr
oscopes, an e
mpty terrariu
m, and somebi
ns lled with
droppers,
measuring
devices, and
scoops.
The desks or
med
ahorseshoe,
all acing the
ront, where
the teacher’s
desk, a tall
counter
rom which
she could
make
demonstratio
ns or set out
materials, was
placed.
Behindthe
teacher’s desk
was a wall
covered with
a blackboard 
and a screen
or show-ing
movies
or presentatio
ns. A group o 
twenty-one bo
ys and girls, all 
around ten ye
ars old, were s
ittingbehind
their desks.
The teacher,
Mrs. Parker,
1
was
explaining
that the stu-
dents were to
orm small
groups and
work on an
activity to
learn about
howthe ancie
nt
Egyptians had
rst
invented whe
els or
transport in
order to
carry stones
or their
huge pyramid
s. She then
organized the
children into
groupso
three and
invited each
group to
come up and
get the ma In
this
essay, Susan
Engel argues
that curiosity
is both
intrinsic to
children’s
devel- opmen
t and unfolds
through social
interactions.
Thus, it
should be
cultivated
in schools,
even though
it is often
almost
completely
absent from
classrooms.
Calling on
well-
established
research and
more recent
studies, Engel
argues that
interactions b
etween
teachers and
students can
foster or
inhibit
children’s
curiosity. She
offers
an explanatio
n for why
curiosity is
not a priority
in our
educational
system and
calls
for greater
attention to
children’s
interests and
explorations,
which, she
argues, are
the mechanis
ms that
underlie auth
entic learning.
Several years
ago, I ound
mysel sitting
in the corner
o a th-
grade
classroomin a
rural public
school
observing
a science
class unold.
As I looked
around,I saw
many o the
accoutrement
s o an
apparently
good
classroom.
There were p
osters on the 
walls showing 
reptiles and 
sh, a
diagram o th
e periodictabl
e, and a
photograph
o a scientist
in a lab
coat peering
into a test
tube. Along o
ne counter we
re several mic
roscopes, an e
mpty terrariu
m, and someb
ins lled with
droppers,
measuring
devices, and
scoops.
The desks or
med
ahorseshoe,
all acing the
ront, where
the teacher’s
desk, a tall
counter
rom which
she could
make
demonstratio
ns or set out
materials, was
placed.
Behindthe
teacher’s desk
was a wall
covered with
a blackboard 
and a screen
or show-ing
movies
or presentatio
ns. A group o 
twenty-one 
boys and girls, 
all around ten 
years old, wer
e sittingbehin
d their desks.
The teacher,
Mrs. Parker,
1
was
explaining
that the stu-
dents were to
orm small
groups and
work on an
activity to
learn about
howthe ancie
nt
Egyptians had
rst
invented whe
els or
transport in
order to
carry stones
or their
huge pyramid
s. She then
organized the
children into
groupso
three and
invited each
group to
come up and
get the
materials they
need-ed—a
fat piece o
wood with a
metal eye at
one end,
some round
woodendowel
s, and a
small measur
ement
device that
records Newt
ons, the
amount 
 terials they
need-ed—a
fat piece o
wood with a
metal eye at
one end,
some round
woodendowel
s, and a
small measur
ement
device that
records Newt
ons, the
amount 
 Curiosity releases dopamine, which not only brings pleasure but also improves