Developing Curiosity And Responsibility Through Science Experiments In 7th Grade Students.pptx

Theme:. Developing scientific attitude among children
Sub-theme:. Curiosity
Topic: Developing curiosity and responsibility through science experiments in 7th
grade students.
Name of the School (where the action research was conducted)Overall background of
the participants of the project; area/school: (socio-economic status,
occupation/profession – earning trends of majority of the parents, literacy rate,
academic quality, and any other special trait of the community where the school is
situated) (10 marks)
This action research was conducted in School Name. It’s situated in district Name.
School Background:
Skilling.pk Diya.pk Stamflay.com
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In general the structure of school was huge and lovely. The school had lovely play area. It
had all the necessary offices. The staff of school was very much qualified and helpful. The
head of the school additionally helped me in my research at that school. Generally speaking
the environment of school was great and better for learning.
Participants Background:
The participants of study were elementary 7th grade children who were enrolled in School
Name…. . I selected elementary grade children which were considered in total 40 in
members. The interest for children in this research led to their keenness for the task and
the interview.
Financial status:
The reason for this research to determine Developing curiosity and responsibility
through science experiments in 7th grade students. Financial status measures families
and network's remaining in connection to society. Financial status can be comprehensively
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characterized as a person's and network's entrance to money related, social, and human
capital assets. Alongside asset openness: it fills in as a significant determinant to get to
personal satisfaction at individual, family, network and national level. Financial contrasts,
for example, wellbeing and nourishment status, home condition that give access to
scholastically related encounters, versatility rates, and monetary resources can surely
impact scholarly accomplishments. Low Financial status associates with lower instructive
accomplishment, neediness, and weakness, at last influence our general public, Inequities
in wellbeing conveyance, asset circulation, and personal satisfaction. In this examination,
by and large financial status of present area of District Name is monetarily not all that
good.
Occupation of the Parents:
Parents with the high occupation are in a superior condition to help and support their kids
ethically, mentally, profoundly and mentally. However, Parents with less lofty occupation
because of precariousness and budgetary issues can't give satisfactory present day offices
to upgrade their kid’s instruction. The control of the Parents from area chose in this research

is normal. A part of the Parents are not monetarily so great. The children who Parents with
government employment are more verified and their family finds a sense of contentment
moderately contrasted with the individuals who work in private association. They are
consistently in dissatisfaction.
Earning trends of the Parents:
Parents with lofty occupation give important offices expected to the upgrade of their kids
training. They likewise give them backing and support toward the accomplishment of
instructive accomplishment. Then again, children from less esteemed occupations need
such huge numbers of favorable circumstances when contrasted with those from the
Parents with high renowned occupation. They face a great deal of difficulties both at home
and school, which block them from taking an interest completely in study hall exercises,
and result in poor scholarly execution.
Literacy Rate:
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In 2019, District Name’s literacy rate of 46% for females was noticeably lower than the
69% for males; rural literacy was 49% compared to 74% in urban areas. District Name has
several research and educational institutions, both public and private.
Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience
/ problem in your home / institution.
I am a trainee teacher by Aiou and I selected school Name for my research project. As
action research was totally based on local level. I choose School Name for my action
research. After talking some parents I decided to choose the following research problem:
“Developing curiosity and responsibility through science experiments in 7th grade
students ".
Teaching students should be focused on the way that they can develop and express their
learning curiosity particularly in the learning of science experimental work. To enhance
learning’ highlight that curiosity combined with the motivation to learn is more important
than intelligence. Students’ curious mind fosters the learning of abstract and complex
concepts. Curiosity as a desire for active learning, spontaneous exploration, and find out.
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The basic role of curiosity in learning is to encourage and create knowledge. Therefore, by
considering the significant role of curiosity in learning, the development of students’
curiosity should be among the major focuses of teaching and learning process. Chemistry,
organic, inorganic, and physical would be more difficult to deliver if the application and
real-life context are less obvious. Students learn science when they directly experience the
method and the process of inquiry. Students can learn better when they measure, touch,
feel, make charts, manipulate, draw, and record data. These are among the important
aspects of learning instruction known as hands-on activities. Further that an impactful
learning environment ought to allow students to learn by doing practice. Learning by doing
stirs various learning skills including curiosity. Thus, engaging learners in various hands-
on activities motivate their curiosity to learn new skills and knowledge through their
experiences fully. It is assumed that working in a hands-on way ‘learning by doing’
provides a more realistic and exciting experience of the content. Experimentation,
manipulation of symbols and objects as well as students’ interaction to be among students’
hands-on activities which can support meaningfully the learning of experimental work.

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Respective activities vary on how they enhance learning. Therefore, learning of the content
can be strengthened when a student experiences a learning activity as enjoyable, pleasant,
stimulating, and important. Despite its importance in education, particularly experimental
work classrooms, the research on development of students’ curiosity is somewhat limited.
Much bodies of research about curiosity were done around the mid-19th century but was
mostly on human psychology. Curiosity was strictly linked to biological drives, such as
hunger and thirst. Learning to take place an organism must be motivated by being in a state
of deprivation, such as being hungry or thirsty. Therefore, a good interpretation of human
behaviour and learner curiosity is needed especially in a range of educational contexts. The
discipline of science requires curiosity that is an important part of school science programs
that aim to develop scientifically literate students. In order for teachers to develop students’
scientific literacy through fostering curiosity, teachers need to use a variety of pedagogical
approaches. It is generally accepted that teaching science is more than mere content
delivery and that knowing the content, passing it on to the students does not automatically

lead to students’ learning what the teacher intends. Teaching is more than a collection of
activities that are rehearsed and worked through.
Using an innovative approach, we attempted to implement students’ science experimental
techniques in an elementary classroom for promoting curiosity. The encouraging findings
of our study and their implications are discussed in this research.
Q.2. What was your discussion with your colleague/friend/senior teacher or
supervisor regarding the problem? (05 marks) (Provide your discussion with your
colleague or supervisor for better understanding of the problem and alternate
solutions)
Discussion with colleagues/friends/supervisor:
Since I began my teaching practice, I have been using as many creative tasks as possible,
not only strictly to teach students. In my action research project, I am therefore going to
explore the Developing curiosity and responsibility through science experiments in 7th
grade students. I discussed with my
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colleagues/friends/supervisor for better understanding of the problem and alternate
solutions.
It seems that fostering student curiosity can have a direct impact on student engagement,
interest, and assist students in driving their learning. High curiosity may improve
individual’s memory for information they acquire, and they suggest “stimulating curiosity
ahead of knowledge acquisition could enhance learning success. Curiosity influences
academic achievement and curiosity with conscientiousness has as much of an impact on
achievement as intelligence.
My supervisor defined curiosity as the desire for knowledge that motivates individuals to
learn new ideas, eliminate information gaps and solve intellectual problems. Curiosity is a
complex concept that can be decomposed into two distinct (though related) types, and
among which there might be individual differences. Interest-type (I-type) curiosity, reflects
a desire to acquire knowledge for purposes of intrinsic enjoyment and mastery-oriented
learning. I-type curiosity is positive from an affective standpoint, as it is associated with
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positive anticipation of new knowledge and joy from knowledge acquisition and mastery.
Deprivation-type (D-type) curiosity is conceptualized as an unsatisfied need state that
results when individuals are bothered by lack of knowledge. D-type curiosity is intense and
appetitive, and it motivates a desire to reduce knowledge gaps and obtain missing
information. Given its appetitive intensity, D-type curiosity can induce sustained effort to
acquire knowledge in the pursuit of knowledge acquisition. In this way, it is related to
absorption and the inability to let go of the pursuit of information until the state of
knowledge deprivation is resolved. Although I-type and D-type forms of curiosity have
traditionally been conceptualized as individual difference variables, curiosity can also be
evoked situationally. Our interest centers on the arousal of curiosity evoked in a given
situation. Curiosity is part of, or integral to, the activity in which one is engaged, such as
when one is curious about the subject matter of a book, TV show, lecture, or some other
ongoing activity involving one’s attention (i.e., integral curiosity. Such instances could
reflect either I-type curiosity or D-type curiosity. To illustrate, when reading a book, one
may be motivated to acquire general knowledge (I-type curiosity) or learn what ultimately

students. In order for teachers to develop students’ scientific curiosity through
experimental techniques, teachers need to use a variety of experimental approaches.
Curiosity is the inner drive for learning or ‘hunger for learning’ which is among the twenty-
first century learning competencies. Students in their earliest stage ought to exhibit
curiosity to stirrup knowledge acquisition and exploration, yet the development of curiosity
in the context of education is considered to be unusual. This research assesses how
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happens to the main character in a novel (D-type curiosity). Our inquiry, however, focuses
on curiosity-evoking events (e.g., a ringing cell phone) that are unrelated to, or incidental
to, a coincident experiential activity (e.g., reading a book). Although situations that evoke
incidental curiosity are exceedingly common, little is known about whether, how, and why
incidental curiosity evoking events might impact enjoyment of positive and negative
experiential activities. Answers to these questions are not obvious, particularly after
considering extant theory and data. The discipline of science requires curiosity that is an
important part of school experimental programs that aim to develop scientifically literate

experimental techniques develops and express curiosity in a hands-on learning
environment.
Q.3. What did you find about the problem in the existing literature (books / articles /
websites)? (10 marks) (Explore books and online resources to know what and how
has been already done regarding this problem)
Literature Review
Teaching students should be focused on the way that they can develop and express their
learning curiosity particularly in the learning of experimental psychology. Pluck and
Johnson (2011) in ‘stimulating curiosity to enhance learning’ highlight that curiosity
combined with the motivation to learn is more important than intelligence. According to
Zion and Sadeh (2007), students’ curious mind fosters the learning of abstract and complex
concepts. Oudeyer, et al. (2016) defines curiosity as a desire for active learning,
spontaneous exploration, and find out. Borowske (2005) and Ostroff (2016) highlight the
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basic role of curiosity in learning is to encourage and create knowledge. Therefore, by
considering the significant role of curiosity in learning, the development of students’
curiosity should be among the major focuses of teaching and learning process.
Chemistry, organic, inorganic, and physical would be more difficult to deliver if the
application and real-life context are less obvious. According to Hirça (2013) and
Holstermann, Grube, and Bögeholz (2010), students learn science when they directly
experience the method and the process of inquiry. Hirça (2013) pointed out that students
can learn better when they measure, touch, feel, make charts, manipulate, draw, and record
data. These are among the important aspects of learning instruction known as hands-on
activities. Hirça (2013) highlights Further that an impactful learning environment ought to
allow students to learn by doing practice. Moreover, this in line with John Dewey in
(Sikandar, 2016) who highlighted that learning by doing stirs various learning skills
including curiosity. Thus, engaging learners in various hands-on activities motivate their
curiosity to learn new skills and knowledge through their experiences fully.
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Besides, scholars (Jirout & Klahr, 2012; Kashdan et al., 2004; Lamnina & Chase, 2019; J.
Litman, 2005), identified different kinds of curiosity namely; openness to experience,
epistemic curiosity, need for cognition, perceptual curiosity, typical intelligence
engagement. However, only epistemic and perceptual curiosities are discussed regarding
the focus and context of this research. According to Von Stumm and colleagues, epistemic
curiosity is referred to as, the individual difference in seeking out for engagement and
acquires knowledge (Von Stumm et al., 2011); whereas perceptual curiosity is induced by
visual, auditory, and physical stimulation towards experience and feel (Pluck & Johnson,
2011; Von Stumm et al., 2011). Hence, to satisfy curiosity, the inquiry should involve
activities and skills but should focus on the active search for knowledge and understanding
of unusual elements in the environment.
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It is assumed that working in a hands-on way ‘learning by doing’ provides a more realistic
and exciting experience of the content. Holstermann et al. (2010) identify experimentation,
manipulation of symbols and objects as well as students’ interaction to be among students’
hands-on activities which can support meaningfully the learning of chemistry. They further
indicated that the respective activities vary on how they enhance learning. Therefore,
learning of the content can be strengthened when a student experiences a learning activity
as enjoyable, pleasant, stimulating, and important.
Despite its importance in education, particularly chemistry classrooms, the research on
development of students’ curiosity is somewhat limited. Much bodies of research about
curiosity were done around the mid-19th century but was mostly on human psychology.
Curiosity was strictly linked to biological drives, such as hunger and thirst (Pluck &
Johnson, 2011). According to Pluck and Johnson (2011), for learning to take place an
organism must be motivated by being in a state of deprivation, such as being hungry or

thirsty. Therefore, a good interpretation of human behaviour and learner curiosity is needed
especially in a range of educational contexts.
However, the Government of Tanzania has shown a serious commitment to achieving
Education for All (EFA) through its poverty reduction strategy which led to the
introduction of Secondary Education Development Programmes (SEDP I of 2006 and
SEDP II of 2010). The Ministry of Education and Vocation Training through SEDPs had
four thematic areas outlined in its Education Strategic Plan (ESP) in achieving the MDGs
(MOEVT, 2010). These areas include the provision of quality education, enrolment
expansion and access, equity, and efficiency in the management of secondary schools.
These areas are also stipulated in the Education and Training Policy (ETP) of 2014 (URT,
2014). Also, the Sustainable Development Goals of 2015 specifically SDG4 emphasize the
provision of quality education. Not only that but most of the interventions, projects, and
different programs are implemented to improve the quality of education (Galabawa, 2008)
especially the provision of quality science education.
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Despite these efforts of the government, Galabawa argues that still there is a long journey
to achieve quality education in community secondary schools. A report by Hakielimu
(2017) has shown that there is an enormous gap that prevails between the number of
students graduating from Community schools and those among them who can master a
minimum set of cognitive skills. Machumu (2011) argued that community secondary
schools have mainly been facing challenges due to the acute shortage of qualified teachers,
poor school infrastructures, and inadequate teaching and learning materials. These are
some of the motives which draw the attention of research, especially in community
secondary schools.
Q.4. What were the major variables / construct of your project? Give definitions /
description from literature. (05 marks) (What are the key terms in your topic or
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study? what do you mean of these terms? What particular meaning you will attach
to the term when used in this project?)
Key Terms in the Project/Major variables:
A word that serves as a key, as to the meaning of another word, a sentence, passage, or the
like. The key concept is usually the main idea in the essay question. To provide the readers
a better understanding of the frequently used terms in the study, the following terms are
defined operationally:
Curiosity:
Curiosity is a wonder of the human mind. It goes to the heart of modernity, as a driving
force for learning, novel insights, and innovation, both for individuals and communities. In
societies dependent on science and development, finding out what promotes or hampers
curiosity and wonder in school curricula and science education is accordingly essential.
Teacher Role
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Teachers have to value emotional bonds with students and educate students as emotional
and social beings. The role of a teacher in the school is a vital one in promoting sense of
curiosity others in students. In fact teaching requires high level of Emotional Intelligence.
Questioning
Asking questions is central to intellectual effort; it is instrumental in bridging the gap
between the known and the unknown. Questioning existed even before the time of Greek
philosopher Socrates and still prevails in classrooms. Questioning is a major teaching and
learning strategy for teachers in Pakistan. Questioning is as old as speech, and the use of
questioning as a teaching strategy is at least as old as the classroom.
Education:
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Education iis iwhat ipushes ius ito iachieve iour igoals, ifeel imore ifulfilled iand iimprove
iour ioverall iquality iof ilife. iUnderstanding iand ideveloping iyour iEducation ican ihelp
iyou ito itake icontrol iof imany iother iaspects iof iyour ilife.
Motivation:
Motivation is the word derived from the word 'motive' which means needs, desires, wants
or drives within the individuals. It is the process of stimulating people to actions to
accomplish the goals. In the work goal context the psychological factors stimulating the
people's behavior can be - desire for money & Success.
Q.5 What did you want to achieve in this research project? (05 marks)(Objective /
purpose of the study; what was the critical question that was tried to be answered in
this project)
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Research problems and research objectives basically have the same meaning. Therefore,
very often research problems are stated in the same way as the research objectives. This
indicates the important role of research problems and research objectives in research
activities. However, research objectives should be stated differently from the research
problems, as the research problems are stated as questions to be answered by the
researchers, while the objectives are stated as the goal of research to be achieved by the
researchers. Research objectives are more focused than research problems. The main
objective of this research was to Developing curiosity and responsibility through science
experiments in 7th grade students.
Purpose of the study
The purposes of this study were:
To investigate parents’ roles in the development of curiosity skills among their
students?

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 To explore teachers’ roles in the development of curiosity skills among their students?
 To identify the level of curiosity among school students.
 To identify students academic achievement among school students through curiosity.
Critical Question:
Curiosity in education is a very broad topic, and many questions could have been asked of
teachers and students to gather information for this study. The researcher narrowed down
the topic by focusing on teachers and students' motivation, grades, attendance, and attitude.
As a result, this study considered the following research questions:
Curiosity has an essential function in the academic performance of students and
their construction of the concepts r u agree?
 Is there a significant difference in curiosity according to their gender?
 Curiosity influences the students learning and academic achievement r u agree?
 Does students learn more when parents are actively involved in learning activities?

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Do increases in parent responsiveness behaviours result in increases in young
children’s curiosity?
Is parental responsiveness equally effective, or does its effectiveness vary for
children with varying characteristics (e.g., socio-economic status, ethnicity, biological
risk factors)?
Q.6 Who were the participants in your project? (05 marks)(Give details of the
individuals or groups who were focused in this project e.g. the early grade students
whose handwriting in Urdu was not good or the students of class VIII who did not
have good communication skills)
In order to understand the complexities of much validity, researchers' participation in and
observation of the phenomenon should be the appropriate approach for more authentic
understanding and explanation of the qualitative data. The targeted population was children
enrolled in elementary (7th) level of School Name….. However, in this questionnaire,
forty (40) children, taking a related course, were selected in a School Name located in
district Name as a sample while considering the research control and validity of this study.

This sample included children of the two major medium (English Medium and Urdu
Medium). These participants might generally represent the children in elementary (7th)
level. The peer curiosity was developed on the basis of a series of research regarding
written skills identification and improvement for elementary (7th) children. This
curriculum purported to explain the following topic. Developing curiosity and
responsibility through science experiments in 7th grade students.
Q.7How did you try to solve the problem? (10 marks)(Narrate the process step-wise.
Procedure of intervention and data collection)
Action Research
Action research encompasses small scale systematic inquiry and contains of a number of
stages which frequently persist in cycles. Like planning, action, observation and reflection.
Classroom action research was separated into two cycles; they were cycle I and cycle II
and each cycle contained of four interrelated activities, specifically: Planning, Action,
Observation and Reflection. It was crucial to reminder that early reflection was normally
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used in a classroom action study. Plan is prospective to action, action is deliberate and
controlled, observation is responsive, reflection is evaluation to make it apparent, and the
design of present classroom action study would be described as follows. In the present
study,
I collected data based on following steps.
Method of the Study:
The methodology of this research was comprised on an action research to found out and
solve the problem. The social phenomenon under scrutiny was the Developing curiosity
and responsibility through science experiments in 7th grade students and learning
achievement. I used, interviews, field notes and observations to collect the data needed to
provide the information and insight necessary to answer my research requirements.
Population:
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The entire group from which a sample is chosen is known as the population. All the
students of grade 7th who were enrolled in School Name , was population of my study. It
was quite convenient for me, being a resident to accumulate quality data from the chosen
city and school.
Sample:
Sample is smaller representation of large whole. Generally, it consists of some of the
observations that represent the whole population. I sampled grade 7th students enrolled in
School Name for this study.
Sample Size:
The numbers of observation included in a sample is called size of sample. I selected 40
students of grade 7th for action research-based study.
Research instrument:
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Interview schedule is referred to formal meeting between the respondent and the
interviewer. In this technique a number of questions were designed according to the
requirement and relevancy of researcher being conducted. I prepared questionnaire to attain
study objectives.
Collection of Data:
The term an interview is often used interchangeably with survey. It is common and easy
method of data collection in action research. I collected through well-structured research
tool (Interview schedule). So in such type studies, it is very necessary during development
of measurement tool for quality data to keep all aspects in mind. I used Quantitative method
to get important and meticulous information through questionnaire consisting only close
ended questions relative to my research objectives.
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Q.8. What kind of instrument was used to collect the data? How was the instrument
developed?(05 marks)(For example: observation, rating scale, interview, student
work, portfolio, test, etc.)
Data Collection:
Data collection is the process of gathering and measuring information on targeted variables
in an established system, which then enables one to answer relevant questions and evaluate
outcomes to answer the research problem. In this Action Research, I kept all ethical
consideration in mind. I also discussed the plan with the students and also took permission
from the management and students before initiating the action cycle. I used following
instruments for data collection.
Research Instruments:
Research instruments are a way of gathering data concerning the research focus. Gathering
data using different research instruments is in fact creating different ways to study the
social event being researched.
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Questions:
I developed the question to obtain data on children’s patience through engaging them at
grade 7th. Questionnaires are a convenient way of collecting data from a large number of
individuals.
Rating Scale:
A rating scale is a tool used for assessing the performance of tasks, skill levels, procedures,
processes, qualities, quantities, or end products, such as reports, drawings, and computer
programs. These are judged at a defined level within a stated range. I also develop rating
scale to judge student’s performance.
Case Study:
A case study is usually an in-depth description of a process, experience, or structure at a
single institution. In order to answer a combination of ‘what’ and ‘why’ questions, case
studies generally involve a mix of quantitative (i.e., surveys, usage statistics, etc.) and
qualitative (i.e., interviews, focus groups, extant document analysis, etc.) data collection
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techniques. I analyze quantitative data first and then use qualitative strategies to look
deeper into the meaning of the trends identified in the numerical data.
Checklists:
Checklists structure a person’s observation or evaluation of a performance or artifact. They
can be simple lists of criteria that can be marked as present or absent, or can provide space
for observer comments. These tools can provide consistency over time or between
observers. Checklists can be used for evaluating databases, virtual IM service, the use of
library space, or for structuring peer observations of instruction sessions. I also used
checklists for effective data collection.
Interviews:
I prompt the interviewee for detail information regarding my study themes. My role as
researcher was to pose the questions and I used the responses of the students to prompt
them for more detail if I thought it necessary. On several occasions, the interviewees’
responses led to discussions not pertinent to the research and I had to focus their thoughts
on the topic. In the course of these discussions, their understanding of the topic was
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revealed. The complete interview was audio recorded and the recorder was placed in such
a way that everybody could see it.
Students Portfolio:
Portfolios can be a physical collection of student work that includes materials. I check
students portfolio such as written assignments, journal entries, completed tests, artwork,
lab reports, physical projects (such as dioramas or models), and other material evidence of
learning progress and academic accomplishment, including awards and honours.
Field Notes:
Field experiences support candidates to better understand and apply the themes through
their work with students. To understand in simple words field notes are draft/rough notes
taking while sitting in a class. So based on these field notes I was prepared my final
observation. I also took field notes.
Q.9. What were the findings and conclusion? (Provide instruments and analysis as
appendix) (10 marks)
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Findings and Discussions
I prompt the interview for detail information regarding my study themes. My role as
researcher was to pose the questions and I used the responses of the students to prompt
them for more detail if I thought it necessary. On several occasions, the interviewees’
responses led to discussions not pertinent to the research and I had to focus their thoughts
on the topic. In the course of these discussions, their understanding of the topic was
revealed. The complete interview was audio recorded and the recorder was placed in such
a way that everybody could see it.
Curiosity in education is a very broad topic, and many questions could have been asked
of teachers and students to gather information for this study. The researcher narrowed
down the topic by focusing on teachers and students' motivation, grades, attendance, and
attitude. As a result, this study considered the following research statements:
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“Curiosity has an essential function in the academic performance of students” “ Curiosity
according to their gender” “ Curiosity influences the students learning and academic
achievements” “Students learning and parents involvement in learning activities” “Parent
responsiveness behaviours result in increases in young children’s curiosity” “parental
responsiveness equally effective for children”
Major Findings:
The 1st statement was that “ Curiosity has an essential function in the academic
performance of students” according to 1st statement the 65% of the students admitted that
The Curiosity has an essential function in the academic performance of students and their
construction of the concepts about life issues solving.
2nd statement was that “Curiosity according to their gender” in 2nd statement more than
half 55% of the students admitted that there is a significant difference in students’ Curiosity
according to their gender.
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3rd
statement was that “Curiosity influences the students learning and academic
achievements” this statement shows that 50% of the students admitted that self-patience
the students learning and academic achievement.
According to 4th statement more than half 55% of the students admitted that students learn
more when parents are actively involved in learning activities with students.
In 5th student 60% students admitted that increases in parent responsiveness behaviours
result in increases in young children’s Curiosity and academic achievements.
In last statement 55% students admitted that parental responsiveness effectiveness vary
for children with varying characteristics (e.g., socio-economic status, ethnicity, biological
risk factors).
Conclusion:
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Deep curiosity is an essential factor as a driving force for societal and scientific growth,
and to maintain its development and wellbeing throughout childhood in science education
is an urgent task. In preschool, curiosity should be nourished by means of maximums,
which encourages children to inquire and wonder. A benefit of this method is friendship
with the natural surroundings, which in turn constitutes the foundation for acquiring facts
at school. In property, on the other hand, curiosity should come into focus, by means of
learning about the diversity of the world, based on facts and terms. Finally, emotive
friendships and a basis of facts and clear-cut knowledge are the suitable substrates for the
deep epistemic curiosity and personal understanding of science, which should dominate
during the years of adolescence and high school age. The child is then equipped with
established terms and concepts and an inquiring mind, ready to begin a bold search for new
insights and truths, which constitutes the foundation for any science. The progress from
maximums to fact-based knowledge and to science demonstrates a possible pathway to
maintain the joy of learning and deep curiosity throughout an entire life span. Maximums
creates friends. Knowledge creates confidence. Science creates doubt. Although science

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rests on facts, it is permanently doubting its own findings and models. Thus, science
education must have the personal journey of discovery as goal. This is what Richard
Dawkins had in mind when stating that Science is the poetry of reality. The quote captures
what must be at the core of any science education. It reflects the experience of the
independent and mature self, where curiosity is not merely a pale memory from a lost
childhood, but the impetus for reflection, science and knowledge in the intellect of the
adult.
Q.10. Summary of the Project (05 marks) (What and how was the research
conducted – main objective, process and findings)
Curiosity is the inner drive for learning or ‘hunger for learning’ which is among the twenty-
first century learning competencies. Students in their earliest stage ought to exhibit
curiosity to stirrup knowledge acquisition and exploration, yet the development of curiosity
in the context of education is considered to be unusual. This research assesses how science
experimental techniques develops and express curiosity of students in a hands-on learning

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environment. A sample of 40 senior students from elementary schools in school Name
was involved in this study. Besides, the study examined how science experimental
techniques can be incorporated as a pedagogical practice to foster students’ curiosity. The
study employed a convergent mixed method design in form following a pragmatic stance.
We used lesson observations, interviews, and Focus Group Discussions (FGDs) to gather
qualitative data while quantitative data were obtained through the Students’ Self-Reporting
Questionnaire (SSRQ) and Teacher Rating Scale (TRS). It was revealed that experimental
work activities can successfully be used when teachers share success criteria and learning
intentions of a particular lesson. The overall results showed a significant increase in
students’ curiosity due to the implementation of science experimental techniques activities
as an instructional strategy. In this perspective, we advocate for science experimental
activities to be used frequently in class lesson sessions and more studies should be done
further on students’ curiosity in the field of education.
Objective of this study

The main objective of this research was to Developing curiosity by using science
experimental techniques among grade 7th students.
Purpose of the study
The purposes of this study were:
To investigate parents’ roles in the development of curiosity skills among their
students?
 To explore teachers’ roles in the development of curiosity skills among their students?
 To identify the level of curiosity among school students.
 To identify students academic achievement among school students through curiosity.
Process of Data collection:
I used action research method for existing research. Observation, focus group interviews,
questionnaires and field notes by me to collect the data. The interviews used in this study
were semi-structured. I conducted direct interview of students during their free time. I also
used mobile phone for recording data. The head teacher introduced me to the class teacher.
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I assured that the study is the sole purpose of writing a research project and that the data
collected would be treated with utmost. The Statistical Package for Social Scientists (IBM
SPSS Statistics 20) program was used for data screening, data transformations and analysis.
Study identified a significant, causal, and reciprocal relationship between classroom
effective environment and students learning.
Findings:
This study has combined the study of literature with a statistical test for designing
construction of curiosity through science experimental techniques measurement. It is
not an easy thing to do both simultaneously. There are many weaknesses in this study
that should be corrected in further research to develop this measurement.
The purpose of our seven week research study was to promote students’ curiosity
through experimental techniques in a elementary science classroom. The results are
encouraging, and we plan to pursue this practice in our classroom teaching. Through
this research, we intend to share our findings with other practitioners in the hope that
they may look for opportunities in their classroom teaching to tap students’ curiosity
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and encourage them to “coconstruct their learning”. This could provide readers with
the opportunity to adapt some activities keeping in mind the facilitating factors and
challenges or to take this research further, fill in the gaps or enrich it.
We began by considering the then prevalent teaching/learning practices in the
classroom. We wanted to minimize imposing anything alien on the students. This is
evidenced in the sequence of activities administered in the classroom, from using a
picture to using Suchman Inquiry to storytelling. Action research helped us to plan,
teach, reflect and adapt innovative activities according to the level of development of
the students’ questioning skills. We used a variety of low and no cost, hands-on, minds
on activities at an appropriate level of difficulty. Gradually, children were given the
freedom not only to ask questions but also to look for the answers to those questions.
The class room dynamics shifted from “power asymmetry” to students taking control
of their learning. This was enjoyable for the students.
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11. How do you feel about this practice? What have you learnt? (Self-reflection)
(10 marks)
In the earlier I was bit confused when I went to area for research. I was hesitated to start
my work in the area but when I arranged meeting with parents then suddenly this hesitation
went away. The staff of the area told me that we will help you and guide you whenever
you need. After meeting with parents and their positive response I was satisfied and ready
to do it. After this practice I feel that it was great experience of my life because I
experienced a lot of new things. I am feeling very satisfied and glad after my research. It
was quite interesting and Conflict management experience. Now I am confident after this
research. Now I am able to do these all sorts of such tasks. I m feeling myself as confident,
glad and learnt person. I learnt a lot of new things which I never learnt in my previous life.
For example when I talked with senior Parents and expert people I learnt a lot of skills of
writing. When i taught the children then me counsel dictionary and great writers,
businessmen and novels .These all things increased my Conflict management also showed
them video lesson of some expert and creative writers to teach them. It also helped me to
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learn new things. This practice also improved my writing skills too. I also learnt how to
write effectively and accurately I have improved my English grimmer. My vocabulary has
been improved. I learnt new methods of improving writing. I learnt how to write stories in
appropriate way. Overall it helped me to develop new writing skills, new way of teaching
writing skills. So I am glad to say that it was unforgettable experience of my life. First of
all most of us numb the uncomfortable emotions, but unknowingly when we do this
research we can also end up numbing our other emotions like joy, peace, happiness, and
pleasure. We can’t fully have one without the other. The first step is always awareness,
because once we have awareness we can start to do something about it. This is one of the
reasons I love researching and attending classes as it’s basically a scheduled time in the
day, where I have no other distractions, to just be in my routine and notice how I’m feeling.
That being said I rarely make it to a class once a week these days, so I do have to find
simple and quick ways to connect. Since mindfulness is about being present in the moment
and noticing all the sensations and emotions in your mind and life, one thing you can do is
ask yourself where in your mind you feel your emotions. I had mixed feelings with

research. I was bit nervous and somewhat curious to learn action research. I attend all of
the meeting to reach 80% attendance to learn about how to do action research effectively.
My experience regarding current research was informative. In this regard my respective
supervisor helps me a lot.
Q.12. What has it added to your professional skills as a teacher? (05 marks)
Action research is a form of research that is authentic and meaningful to the
teacher/researcher because it is conducted by the teacher in his/her own classroom space.
Action research helps me to pick up threads suggested in academic circles, and weave them
in my own classroom. Action research allows me to take ownership over my teaching and
occurs when teacher researchers contemplate a classroom or instructional issue, design a
study, execute the study, track data and results, and reflect. The action research progression
is interactive; it is not a passive process, as teacher-researchers are active constructors of
knowledge. This action research helped me to maintain classroom management through
effective discipline practices for effective writing skills. I learnt that curiosity of students
effects academic performance or academic achievements. From this practice I’m able to
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assess the problem in my class. Now I can identify, process and solve the problem through
scientific way which results better than previous which was beating about bush. As teachers
construct new knowledge while linking prior knowledge, learning occurs. This research
provides me with data from my own experiences and my own students. This is the
meaningful evidence that I need to be able to tell other stories. I strongly believed that there
is no better way to communicate your story than to stand up in front of my peers and share
the journey of action research. This study added my professional skills as trainee teacher
that sharing useful strategies with students and provide them examples enhance their
English writing skills. I will give assignments to students that offer appropriate practice
with feedback. Writing is a complex skill which most students actually need in order to
successfully go through school. Because everything is based on writing during academic
years, a student who possesses good writing skills will automatically do better at
everything, including exams, essays, assignments, and so on. I’m talking about general and
specific tips and tricks on how to approach a specific type of essay. For example, you can
emphasize the importance of creating clear and concise outlines before they start writing.

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As a teacher, my role is to help each and every student improve themselves, acquire new
skills, and become a better individual by the end of their time spent in school. Even though
one cannot improve their skills without working hard and having a desire to make progress,
a teacher can definitely get involved and make huge differences concerning this matter. I
followed these tips, for improvements in my student’s mind-set to curiosity of students for
effective learning.
Q.13. List the works you cited in your project (follow the APA manual – 6th Edition).
(05 marks)
References
1) Abell, S. K., and M. Roth. “Constructing Science Teaching in the Elementary
School: The Socialization of a Science Enthusiast Student Teacher.” Journal of
Research in Science Education 31, no. 1 (1994): 77–90.

2) Barnes, D. “Oral Language and Learning.” In Perspectives on Talk and Learning,
edited by S. Hynds and D. L. Rubin, 41–54. Urbana, Ill.: National Council of Teachers
of English, 1990.
3)Biddulph, F., and M. Carr. “Developments in Primary Science: A New Zealand
Perspective.” Evaluation and Research in Education 6, no. 2 (1992): 191–98.
4)Biddulph, F., D. Symington and R. Osborne. “The Place of Children’s Questions in
Primary Science Education.” Research in Science & Technological Education 4, no. 1
(1986): 77–88.
5)Borko, H., and R. Putnam. “Expanding a Teacher’s Knowledge Base: A Cognitive
Psychological Perspective on Professional Development.” In Professional
Development in Education: New Paradigms and Practices, edited by T. R. Guskey and
M. Huberman, 35–65. New York: Teachers College Press, 1995.
6)Brain, M. “Students Are People.” Emphasis on Teaching [online]. Available at
www.bygpub.com/eot/ eot9.htm. 1998.
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7) Carr, W., and S. Kemmis. Becoming Critical: Education, Knowledge and Action
Research. London: Falmer, 1986.
8) Davis, B. G. Tools for Teaching. San Francisco: Jossey-Bass, 1993.
9)Derry, N., and J. Ploughman. “Helping Students Understand Their Own Learning
Through the Use of Log Books in Science.” Science Education International 8, no. 2
(1997): 15–20.
10)Feasey, R. “Thinking and Working Scientifically.” In Teaching Primary Science
Constructively, edited by K. Skamp, 29–63. London: Harcourt Brace, 1998.
11) Freire, P. Pedagogy of the Oppressed. London: Penguin, 1972.
12)Gallas, K. Talking Their Way into Science: Hearing Children’s Questions and
Theories, Responding with Curricula. New York: Teachers College Press, 1995.
13) Harlen, W. The Teaching of Science. London: David Fulton, 1992.
14)———. The Teaching of Science in Primary Schools. 2d ed. London: David
Fulton, 1996.
15) Holt, J. How Children Fail. Rev. ed. London: Penguin, 1982.
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16) Kerry, T. Effective Questioning. London: Macmillan, 1982.
17)Liem, T. L. Invitations to Science Inquiry. Chino Hills, Calif.: Science Inquiry
Enterprises, 1987.
18)MacNamara, D. “Teaching Skill: The Question of Question.” Educational Research
23, no. 2 (1980): 104.
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