Date Created

12-2019

Embargo Date

10-2021

Document Type

Dissertation

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

First Advisor

Harding, Jenni

Abstract

This transcendental phenomenological study focused on the phenomenon of curiosity. The aim of this research was to explore the following research question with seven research participants: What does curiosity mean? Supported by semi-structured, one-on-one, in-depth phenomenological interviews as the research method, the findings revealed (a) curiosity as an energy for learning and (b) six Curiosity Archetypes defined by the way each gathers, connects, and/or utilizes data to expand consciousness and sense of meaning via creativity. Grappling with curiosity as an energy for learning presents at least three significant educational implications: (a) if curiosity is an energy for learning, then learning about Curiosity Archetypes may offer new resources for seasoned, tired, or resigned learners; (b) if a given student inherently embodies at least one of the Curiosity Archetypes, a given lesson ought to offer an access point for each Curiosity Archetype; (c) as it is, schools may privilege certain Curiosity Archetypes leaving some learners energized and others tired or resigned.

Extent

181 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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