The Curious Brain: Evaluation report

Bartlett, Sophie ORCID: https://orcid.org/0000-0001-6958-0910, Sadler, Wendy, Mason, Rachel and Gruber, Matthias J. ORCID: https://orcid.org/0000-0002-2754-0520 2024. The Curious Brain: Evaluation report. [Project Report]. Cardiff: Cardiff University.

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Abstract

Curiosity plays a pivotal role in enhancing learning and memory, making it a focal interest for educators. The Curious Brain project was established to align neuroscience research on curiosity with the learner-centred principles of the new Curriculum for Wales. The project sought to transfer neuroscience research to a primary school classroom context. Through an external evaluator, the Curious Brain was independently evaluated to explore the application of curiosity-based learning in classroom settings and the value of the collaborative process among neuroscience researchers, science communicators and teachers. Data were collected from pupils, teachers, neuroscience researchers, and science communicators to provide a holistic and comprehensive review of the project’s implementation and impact. Key findings highlighted the transformative effect of curiosity on pupil engagement and thinking. Curiosity was regarded to function as both an initial “spark” and a sustained process that fostered deeper inquiry. Pupils demonstrated independence and creativity in their learning and learning about the neuroscience behind curiosity enhanced pupils’ awareness of the cognitive processes behind their thinking and equipped them with the appropriate language to communicate their own curiosity. Questioning emerged as both a central driver and indicator of curiosity, paralleling the “trivia paradigm” commonly used in neuroscience to evoke curiosity. Pupils generally associated curiosity with positive feelings of excitement and fun, however some expressed frustrated when they did not know the answers to their own questions or how to find out. Challenges were also recognised among pupils of lower ability, limited cultural capital and who were non-native English speakers. This finding underscored the need for tailored differentiation to ensure inclusivity. Collaboration between neuroscience researchers, science communicators, and teachers yielded key learning for all groups. This interdisciplinary partnership successfully translated complex scientific concepts into actionable classroom strategies, enriching teaching practices and fostering a deeper understanding of curiosity’s role in learning. Teachers gained valuable insights into the science of curiosity, which informed their pedagogical approaches and encouraged reflective practice. Overall, the Curious Brain project demonstrated that curiosity-driven learning can enhance engagement and cognitive development in primary education settings. By integrating neuroscience research with classroom practice, the project highlighted the potential of curiosity as a cornerstone of effective teaching and learning. The findings underscore the importance of tailored strategies to address diverse pupil needs and promote equitable access to curiosity-driven learning opportunities. We hope to explore scalable approaches to embedding this project on a larger scale and measuring longer-term impact.

Item Type:	Monograph (Project Report)
Status:	Unpublished
Schools:	Physics and Astronomy Psychology Cardiff University Brain Research Imaging Centre (CUBRIC) Wales Institute of Social & Economic Research, Data & Methods (WISERD)
Additional Information:	Public engagement pilot on curiosity and curiosity-based learning in primary schools. A coproduction involving neuroscience researchers, science communicators, teachers and primary school pupils.
Publisher:	Cardiff University
Funders:	Wellcome Trust
Date of First Compliant Deposit:	22 January 2025
Date of Acceptance:	10 December 2024
Last Modified:	22 Jan 2025 11:00
URI:	https://orca.cardiff.ac.uk/id/eprint/175005

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