How Do Students Understand the Concept of “Curiosity?” Critical Implications for Research From a Multiple Methods Investigation

Given the link between curiosity and students’ motivation and achievement, research often explores when and how students experience curiosity in school. However, participants are rarely asked to define “curiosity” before researchers measure it. In this case study, we investigated high-school students’ experiences of curiosity through three semi-structured interviews and 11.25 hours of video-recorded classroom observations. Students used “interest” and “curiosity” interchangeably, but described their emotions clearly, allowing researchers to compare their descriptions to scholarly definitions. Students also reported that teacher actions facilitated their curiosity and that they pursue curious topics outside of school. Results highlight a discrepancy between researchers’ and laypeople’s definitions of curiosity, stressing the need for conceptual clarity and valid measurement. Future research should focus on the skills students need to assess sources they consult independently.