First Advisor

Harding, Jenni

Document Type

Dissertation

Date Created

12-2019

Department

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

Embargo Date

10-2021

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

Local Identifiers

Katz_unco_0161D_10788.pdf

Rights Statement

Copyright is held by the author.

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