Teachers’ experiences in fostering curiosity in the classroom to improve learning outcomes: A study of three independent secondary schools in KwaZulu Natal, South Africa

Abstract

Curious people view learning as central to their existence; curiosity helps them make sense of the world, motivates exploration and discovery, and drives problem-solving. Research on strategies to improve school performance has provided evidence of effective interventions in pedagogical practices, whole-school leadership approaches, financial and resource management, and community engagement. However, there is a significant research gap concerning teachers' beliefs and ideas about their teaching, particularly their conceptualisation of learner curiosity and how to harness it. Guided by two theories: Vygotsky’s Sociocultural theory and the Information Gap Theory, this study explored teachers' beliefs about curiosity, how their conceptualisation of curiosity influences their pedagogical approaches, and the challenges they face in fostering a sense of curiosity in the classroom. Using a case study design within a qualitative framework, data was obtained from 15 teacher participants from 3 independent secondary schools in the Midlands area of KwaZulu Natal. The use of purposive sampling ensured that the participants represented a diverse range of subject disciplines and varied years of teaching experience. Semi-structured interviews were conducted to collect data, and the data was analyzed using thematic analysis. The study findings indicated that teachers recognise curiosity as a powerful motivator for learning. The findings also indicated that teacher behaviours and beliefs significantly impact their approach to fostering curiosity and the way in which learners respond. Additionally, school structures, such as timetabling, influence teachers' ability to create curiosity-rich environments. In addition, teachers use various tools to cultivate curiosity, including stories, emotive material, novelty, unpredictability, relevant resources, authentic experiences, and collaboration opportunities. The study identified barriers to fostering curiosity, such as time constraints, fatigue, curriculum demands, and excessive academic and sporting commitments. Despite understanding curiosity's importance in engaging learners and improving outcomes, these barriers hinder its cultivation. The study concludes that, although there are instances of best practice where learners respond with curiosity and wonder, numerous obstacles prevent the establishment of a curiosity-rich culture in schools. It recommends that the Department of Education should prioritise professional development for teachers to equip them with the skills to foster greater curiosity, leading to more empowered and effective teaching.