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dc.contributor.authorALAN, Sule
dc.contributor.authorMUMCU, Ipek
dc.date.accessioned2024-04-10T08:10:43Z
dc.date.available2024-04-10T08:10:43Z
dc.date.issued2024
dc.identifier.citationAmerican economic review, 2024, Vol. 114, No. 4, pp. 1173-1210en
dc.identifier.issn0002-8282
dc.identifier.issn1944-7981
dc.identifier.urihttps://hdl.handle.net/1814/76792
dc.descriptionPublished: April 2024en
dc.description.abstractWe evaluate a pedagogical intervention aimed at improving learning in elementary school children by fostering their curiosity. We test the effectiveness of the pedagogy using achievement scores and a novel measure of curiosity. The latter involves creating a sense of information deprivation and quantifying the urge to acquire information and retention ability. The intervention increases curiosity, knowledge retention, and science test scores, with the effects persisting into middle school years. It also leads to more information sharing and peer learning in the classroom. The evidence can help design better pedagogical tools to increase pupil engagement and the quality of learning.en
dc.language.isoenen
dc.publisherAmerican Economic Associationen
dc.relation.ispartofAmerican economic reviewen
dc.titleNurturing childhood curiosity to enhance learning : evidence from a randomized pedagogical interventionen
dc.typeArticleen
dc.identifier.doi10.1257/aer.20230084
dc.identifier.volume114en
dc.identifier.startpage1173en
dc.identifier.endpage1210en
dc.identifier.issue4en


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