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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
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The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
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Development and Testing of the Curiosity in Classrooms Framework and Coding Protocol.

Jamie J Jirout1, Sharon Zumbrunn2, Natalie S Evans1

  • 1School of Education and Human Development, University of Virginia, Charlottesville, VA, United States.

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|April 25, 2022
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Summary
This summary is machine-generated.

This study introduces a new tool to observe how teachers promote curiosity in elementary math classrooms. The Curiosity in Classrooms (CiC) Framework helps measure curiosity-promoting instruction, addressing a gap in educational research.

Keywords:
curiosityeducationinstructionobservationsprotocol development

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Area of Science:

  • Educational Psychology
  • Classroom Observation
  • Child Development

Background:

  • Curiosity is vital for children's development and academic achievement.
  • Limited research exists on curiosity development and promotion in schools.
  • Existing literature lacks measures for classroom curiosity promotion.

Purpose of the Study:

  • To introduce the Curiosity in Classrooms (CiC) Framework coding protocol.
  • To provide a tool for observing and coding instructional practices that foster curiosity.
  • To address the absence of measures for curiosity promotion in educational settings.

Main Methods:

  • Development of the CiC Framework and an associated observation instrument.
  • Conducting a feasibility study using the CiC protocol.
  • Observing and coding curiosity-promoting instruction in 35 elementary math lessons.

Main Results:

  • The CiC Framework was successfully developed and piloted.
  • A descriptive overview of curiosity-promoting instruction in elementary math was generated.
  • Feasibility of the observation protocol was demonstrated.

Conclusions:

  • The CiC Framework is a viable tool for assessing curiosity-promoting instruction.
  • Further research is needed to refine and apply the CiC Framework.
  • The study highlights the need for and provides a method to study curiosity in classrooms.