Educational environments are unable to meet the needs of each individual child. It is believed that individual characteristics of children both limit and promote their learning experiences. Those characteristics that promote learning are essential tools that aid parents and teachers in their efforts to educate children. These characteristics need to be identified and nurtured during the learning process. It has long been suggested that curiosity is one such variable. This study wishes to determine the association between curiosity and learning potential within the dynamic assessment paradigm. A small quasi-experiment was conducted on 39 seven and eight year old children with the use of two assessment measures. The Cognitive Modifiability Battery, built on dynamic assessment theory, measures learning potential. An adapted version of the Multidimensional Curiosity Inventory, still in development, measures various types of curiosity. It was hypothesized that children with high levels of curiosity would measure high in learning potential and those with low levels of curiosity would measure low in learning potential. However, after dividing participants into four groups according to level of curiosity, a quadratic relationship was found between curiosity and learning potential. Copyright / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/27813 |
| Date | 07 September 2010 |
| Creators | Mac Donald, Clare Jessie |
| Contributors | Prof D J F Maree, sehure@gmail.com |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Dissertation |
| Rights | © 2009, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
Page generated in 0.0022 seconds