curiosity based learningpioneer.chula.ac.th/~sbussako/page8/assets... · chulalongkorn university...

Curiosity Based LearningCuriosity Based Learning

ByBy Bussakorn SumrongthongBussakorn Sumrongthong

Faculty of Fine and Applied ArtsFaculty of Fine and Applied Arts

Chulalongkorn Chulalongkorn UniversityUniversity

Chulalongkorn University

Personal Background

- Boredom

- Questions insults teacher

- No involvement

Topics

•• DefinDefinition ofition of CuriosityCuriosity

•• A Related Learning A Related Learning TheorTheoryy

•• Curiosity as a FoundationCuriosity as a Foundation

•• Curiosity Based Learning ExampleCuriosity Based Learning Example

•• Benefits of Increased CuriosityBenefits of Increased Curiosity

•• DiscussionDiscussion

What is Curiosity ?

Curiosity is...

A state of mind in which youA state of mind in which you

want to learn morewant to learn more

about somethingabout something

Curiosity is...

• A disposition to inquire, investigate or

seek after knowledge

Curiosity is the Foundation

• Curiosity is the source of internal motivation

• Internal Motivation avoids the problem of

rebellion caused by externally applied

motivators i.e. Parents, Instructors, Peer

groups and Society

Related Learning Theories

Inquiry Based Learning

Characteristics...

• The teacher does not communicate knowledge,but helps students to learn for themselves

• The topic, problem to be studied and methodsused to answer this problem are determined bythe student and not the teacher

• Inquiry learning emphasizes Constructivistideas of learning. ie. knowledge is built in a step-wise fashion or “assembled from parts”

• Learning proceeds best in group situations.

Process...

• Ask = Finding problems, not just solving them

• Investigate = Integration of problem-solving,

information seeking and learning

• Create = Action and understanding

• Discuss = Social and community inquiry

• Reflect = Designing tools for further inquiry

Common Elements

Inquiry-Based & Curiosity-Based

Learning

• Student centered

• Instructor as a facilitator

• Investigative and explorative

• Requires an interactive group

• Activities designed to make the student aware of their initialself-limiting baseline of curiosity

• Activities designed to increase the student’s self awarenessof the importance of curiosity

• Activities designed to increase the student’s level of curiosity

• Experience with multimodal methods of representing anddefending ones research findings

• Experience with a model method of research that can begeneralized for later use with any subject

Curiosity-Based Learning’sUnique Additions

Curiosity Based Learning

Characteristics...

• Students initiates their interest in the course’s topicbased on their own interests

• Teacher and students help each other acquiringknowledge from various sources

• The teacher helps the student directly experience amodel method of investigative research for use in allof their future learning

• Learning through a peer review and feedback loopprocess

Curiosity Based

Learning...

Objectives

Read well

Listen well

Think well

Communicate

Curiosity Based Learning...

The 3 Objectives

1. Read well & Listen well ~> Input

2. Think well ~~~~~~~~~~~~> Process

3. Communicate well ~~~~~> Output

One ~> Input

• Read well & Listen well ~> Input

Comprehension & Understanding ofinformation from all available sources...

not just journals, books & the internet, butleaders in the field, industry or market place

Two ~> Process

• Think Well ~> Process

Analysis, Problem Definition & Multiple

Solution and/or Hypothesis Generation

Curiosity Based LearningCuriosity Based Learning......

Three ~> OutputThree ~> Output

• Communicate Well ~> Output

Verbal self-expression, multiple explanatory

methods & skills as well as audience

awareness and rapport building

Review &

Discuss

Communicate

Categorize &

Visualize

Acquire

Investigate

Observe &

ExamineCuriosity

Curiosity Based LearningCuriosity Based Learning......

6 Steps of

Students view a selected object then... Students view a selected object then...

OObserve & Examinebserve & Examine the object; then compose a written description

IInvestigatenvestigate others responses, review the differences & similarities

AAcquirecquire more knowledge of this object from additional sources

CCategorize & Visualizeategorize & Visualize create a diagram of knowledge data

CCommunicateommunicate verbal & visual presentation with peer review

RReview & Discussioneview & Discussion Instructor discloses the true intent

Example of CBL

Session 1

Activity:

Students compose a few paragraphs about

object they were presented with (15 mins)

Goal: Notice baseline of student’s curiosity

Observe & Examine -

Write a description

of the object

What type of object?

•• Any objectAny object that student has experiencedthat student has experienced

before such as ruler, tooth pick, candy,before such as ruler, tooth pick, candy,

pen, mobile phone, etc.pen, mobile phone, etc.

•• Object Object can be instructor or student selectedcan be instructor or student selected

Ice cream Stick

Example: Written description by

Mr. Sompong

Example: Written description by

Miss Jongrak

• The flat brown used ice cream stick

(Not less than 6 hrs ago)is one from

a Nestle product. Its name “Magnum”

was placed on the white table by my

teacher

• During this period of global warming, we

can recycle this stick to be used for

another propose such as a guitar pick

• Wood is a precious natural resource that

we need to be aware of

Example of written workExample of written work

Session 2

Activity:

Exchange the written work with a fellow student and

list what they themselves omitted.

Find out the reasons they included what they did

Goal: Develop thinking, inquiry & writing skills;

Notice their own personal habits of omission

Investigate Others Responses -

Review the differences and

similarities. Search for the

reasons behind the points made

InvestigationInvestigation

Questions?Questions?

Satisfaction and Happiness

are important in the

classroom

TaskTask

DifficultyDifficulty

Skill LevelSkill LevelLow High

S t r e s s - too hard

B o r e d o m - too easy

Dr. Mihaly Csikszentmihalyi

TaskTask

DifficultyDifficulty

Skill LevelSkill LevelLow High

S t r e s s - too hard

B o r e d o m - too easy

Physical

training

comparison

1km -> 1.1 km

1km -> 8km

Session 3

Activity:

Students search for additional information from other

sources i.e. Books, documents, periodicals, internet

sources, leaders in the field and compose a new more

inclusive and wider observation paper

Goal: Students stretch their research range by acquiring more knowledge of this object from other sources

Acquire More Knowledge -

Locate additional information

from various sources

Session 4

Activity:

Goal: Visualization of information & its relatedness

Categorize & Visualize -

Create informational

diagrams

Appearance approach

Philosophical approach

Historical Approach

Environmental approach

Usage approach

Session 5 - Part 1

Self-Reflection Awareness

Activity:

Students compare their new article to their original and

compose a few self-response paragraphs to internalize

for themselves what is the benefit of a wider awareness

(curiosity) and other items they have learned

Goal: Students functionally acknowledge the benefits of a wider awareness (curiosity)

Preparation for the

final presentation

Session 5 - Part 2

Activity:

• Students make individual presentation on theirice cream stick research experience

• The instructor and each student asks aminimum of one question of the presenter

Goal: Students experience explaining, persuading & defending their research and conclusions

Communication -

Oral & Visual Presentation

Audience Rapport and

Peer Review

Session 6

Activity: Activity:

The instructor explains that the program’s real

purpose was to increase the student's...

• Curiosity level

• Awareness of self-limiting habits of assumptions

• Gain experience with a model method of investigative

research

Goal:Goal: Students realize the benefits of curiosity and Students realize the benefits of curiosity and retain a generalizable research methodology retain a generalizable research methodology

Review & Discussion -

The program’s true intent

is revealed to the students

Elements of the Methodology

• Create Curiosity

• Shared Curiosity

• Categorizing information

• Search for additional knowledge

• Internalize the Changes through Reflection

• Compose Articles & Create Visual Diagrams

• Oral presentation - The Act of DefendingIdeas Solidifies the Meaning for the Student

Benefits of Increased Curiosity

• Read well

• Listen well

• Think well

• Communicate well

(speak, write, act)

• Increased Internal Motivation

• Increased Self Awareness

• Increased Functional Understanding

Qualities of a Scholar

Benefits of

Student Participation Changes from...

(with Increases in Personal Responsibility)

•• Model, Practice & Acquire a New Mind Habit of Model, Practice & Acquire a New Mind Habit of

Curiosity & Exploration Curiosity & Exploration

Passive Active

A FollowerA Problem

Solver

Instructor’s Role Changes from...

Instructor is participating directly inthe group learning process

Benefits ofCuriosity Based Learning

Director (dictator)

Facilitator

Co-learner

C u r i o s i t y

I n p u t Read & Listen well

P r o c e s s Think well

O u t p u tCommunicate well

Curiosity is the Foundation

Curiosity is the fuel thatCuriosity is the fuel that

provides the motivationalprovides the motivational

energy for functionalenergy for functional

learning and understandinglearning and understanding

Summary

““ Tell me and I forget.Tell me and I forget.

Teach me and I remember.Teach me and I remember.

Involve me and I learn. Involve me and I learn.””

BenjaminBenjamin FranklinFranklin

Teacher,

I miss your teaching any

time I see an Ice cream

stick.

Now I found a new ice

cream stick for your

next class.

Thank you for giving me

this powerful learning

Curiosity

is a leading indicator

of intelligence

Thank youThank you

Bussakorn Sumrongthong, PhD.

Faculty of Fine and Applied Arts

Email: bsumrongthong@yahoo.com

Website: http://pioneer.chula.ac.th/~sbussako

Please try Please try CBLCBL

CC uu rr ii oo ss ii tt y y BB aa ss ee d d LeLe aa rr nn ii nn gg

• Bain, K.(2004). What the Best College Teachers Do. Harvard: Harvard Press.

• Bruce, B. C., & Davidson, J. (1996). An Inquiry Model for Literacy Across the Curriculum. ''Journal of Curriculum Studies, 28''(3), 281-300.

• Bruner, J. S. (1961). "The Act of Discovery". ''Harvard Educational Review 31'' (1): 21–32.

• Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. New York: Harper Collins Publishers.

• Dewey, J. (1956). The Child and the Curriculum & The school and Society. Chicago: University of Chicago Press (Original works published 1902 and 1915).

• Professional and Organizational Development Network of Thailand's Higher Education- ThaiPOD (2008) Bangkok, Thailand: http://www.thailandpod.net/conf_resource/OralPresentation/o8.pdf

• Stewart, R. J. (1979) College Teachers Who Stimulate Curiosity - ED223156, Washington DC: "Eric Education Resource Information Center (ERIC)". Available online at http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED223156

• Sumrongthong, B. (2008) Curiosity Based Learning, International Conference of Education, Research and Innovation (ICERI) Madrid, Spain. Available online at http://www.iated.org/concrete2/paper_detail.php?paper_id=5293

• Sumrongthong, B. (2008) Chulalongkorn University Bangkok, Thailand: http://pioneer.netserv.chula.ac.th/~sbussako/award.htm

ReferencesReferences

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