Advisor
Harding, Jenni
Committee Member
Larkins, Randy
Committee Member
Rose, Brian
Committee Member
Kraver, Jeri
Department
College of Education and Behavioral Sciences; Program of Educational Studies
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
12-2019
Extent
181 pages
Digital Origin
Born digital
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.
Degree type
EdD
Degree Name
Doctoral
Local Identifiers
Katz_unco_0161D_10788.pdf
Rights Statement
Copyright is held by the author.
