Jirout and Klahr (2012) show classrooms that encourage open-ended questions foster deeper engagement. Loewenstein’s Information-Gap Theory (1994) shows that learning is strongest when students sense a gap they are motivated to close.
To build a culture of learning, we must therefore first build a culture of curiosity, starting with the questions we ask our students and ourselves.
Curiosity in the classroom
Reigniting curiosity requires approaching the curriculum differently. In curiosity-driven classrooms:
- Lessons begin with questions, not just outcomes.
- Students are encouraged to wonder before answering.
- Failure is viewed as part of learning, not something to avoid.
An OECD (2016) report noted that inquiry-based learning promotes higher-order thinking. Barron and Darling-Hammond (2008) found that students engaged in curiosity-driven, real-world projects outperform their peers.
One teacher I know transformed a science unit on ecosystems by having students create their own “mini-worlds.” The required objectives were still met, but the ownership and excitement far exceeded expectations!
Removing the fear
Curiosity cannot thrive in a climate of fear. If teachers fear being wrong, they retreat to what feels safe. Compliance becomes a shield. We must remove that fear, not by lowering expectations, but by redefining excellence.
Edmondson (1999) introduced the concept of psychological safety. Environments that embrace learning from failure encourage innovation. Excellence is not conformity. It is creativity. It is risk-taking. It is the teacher who tries something new to spark curiosity, even if it does not work the first time. Leaders must protect and celebrate these risks.