“Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study
Abstract
:1. Introduction
2. Literature Review
2.1. Curiosity
2.2. Question-Asking, Curiosity, and STEM
2.3. Question-Asking: Culture and Gender
2.4. Research Questions
- What are students’ perceptions about question-asking and curiosity in research following a project-based learning intervention in a communications course, and what role does gender play in this process?
3. Materials and Methods
3.1. Participants and Context
3.2. Procedure and Analysis
4. Results
4.1. Curiosity and Question-Asking
“During the whole process, we learned a lot about the history of the Nobel prize, the life and research experiences of each prize winner. The solid knowledge foundation and a strong sense of curiosity motivated this successful research, which also inspire me to work harder and be more curious to find some questions rises from life (author’s emphasis). We got an insight of the timeline of its discovery and were excited by the indefatigable spirit of exploration”.
“During this project, finding sparks is a very interesting entry point for me to understanding better. The Nobel Prize is an ambitious project, but no matter how ambitious the study was also started by an original spark, a small idea (author’s emphasis). I think it’s very inspiring: grab some sparks and keep working on them, never give up, maybe you can also be the next Nobel winner”.
“[The discovery of graphene by isolating it from chemical waste] “Actually it was totally strange behavior for a scientist since chemical waste is always useless and dangerous. But Geim acted from curiosity, and with this strange behavior he created a legend. Probably, I should put more curiosity into everything around me.” Geim impressed another student as well, “…I have a lot of new understanding of science from Andre Geim. He won both the Ig Noble prize awarded to research that makes people laugh and the 2010 Nobel Prize. I think the source of success is curiosity. He always has strange ideas which can achieve very amazing results…. So, I think in my study I need to keep curious all the time. The strange ideas are not bad. Sometimes they may be the source to success”.
“I also saw that winning the Nobel Prize is actually a consequent result of his [Dr. Honjo] extraordinary traits of perseverance and curiosity. The project acts as a powerful tool to show us how these qualities matter in our life.” Also, “From Dr. Feynman’s life I know that curiosity is not only important, but also makes life interesting and that being proficient and focused on one’s own profession is almost the best gift to life”.
“I also learned that scientists who won the Nobel Prize are not always excellent and untouchable. They would be distressed about finishing their undergraduate studies. But he [Yoshinori] also had one of the qualities that all successful scientists almost invariably have, which is a constant curiosity and thirst for knowledge. All these will affect my future study”.
4.2. Gender and Change in Attitude towards Question-Asking
“I learned [from Frances Arnold] good scientific spirit. She is a feminist and showed me that women can be powerful too”.
“It was surprising to see how few female Nobel Prize winners there were, which made me think more about gender inequality in science”.
“We marveled at her [Frances Arnold] experience and were impressed by her perseverance. At the same time, all the members of group saw ourselves as new age women. We are convinced that setbacks cannot stop is, that the future is created by us, that the core of scientific discovery lies in discovering “no man’s land”, and we must dare to discover and innovate!”
“In the process of preparing the speech, we studied the whole procedure of the discovery, and we also had a deeper understanding of the Nobel prize itself. I highly appreciate the laureates’ love for science, meticulous attitude towards research projects, and perseverance in the face of difficulties. Their deeds inspired me to study and work harder in the future, trying to change the situation that there are far fewer female winners than male winners (author’s emphasis)”.
“I am really shy to present my ideas, but this project helped me become more confident in asking questions and participating” .(Female student)
“Curiosity drives us to find the facts, and this project reinforced my ability to ask questions and engage with the material”.(Male)
“I feel more confident now, but I still find it challenging to ask questions in front of the whole class”.(Female)
“Asking questions has always been something I enjoy, and this project made me even more confident in doing so”.(Male)
4.3. Learning from Researchers’ Biographies: Failure and Perseverance
“But in this project, through step by step understanding of Nobel Prize winners. I also slowly discovered that these legendary geniuses are actually just ordinary people like us, who make mistakes and fail. It’s just that they work harder than us, have a solid academic foundation, and have more perseverance”.
“During the whole process, we learned a lot about the history of Nobel prize, the life and research experiences of each prize winner. The solid knowledge foundation and a strong sense of curiosity motivated this successful research, which also inspire me to work harder and be more curious to find some questions rises from life. We got an insight of the timeline of its discovery and were excited by the indefatigable spirit of exploration”.
“By learning about the biographies of the three winners, I found that they have several things in common: 1. they all have their own teams; 2. none of the research processes are smooth (author’s emphasis); 3. the research results among the three complement each other”.
5. Discussion
6. Limitations and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Survey Question | Question Scale | Number of Students | Percentage of Students |
---|---|---|---|
Was your Nobel Prize presentation successful? | 1 = No | 0 | 0.0% |
2 = Maybe | 41 | 43.2% | |
3 = Yes | 54 | 56.8% | |
Were you satisfied with the presentation produced by your group? | 1 = No | 1 | 1.1% |
2 = Maybe | 18 | 18.9% | |
3 = Yes | 76 | 80.0% | |
Overall, was the Nobel prize project an enjoyable learning experience? | 1 = Strongly disagree | 11 | 11.6% |
2 = Disagree | 3 | 3.2% | |
3 = Neutral | 20 | 21.1% | |
4 = Agree | 37 | 38.9% | |
5 = Strongly agree | 24 | 25.3% | |
What skills did you improve the most on this project? [Communication] | 1 = Nothing | 1 | 1.1% |
2 = A little bit | 6 | 6.3% | |
3 = Somewhat | 24 | 25.3% | |
4 = Much | 28 | 29.5% | |
5 = Very much | 36 | 37.9% | |
What skills did you improve the most on this project? [Question-asking] | 1 = Nothing | 2 | 2.1% |
2 = A little bit | 13 | 13.7% | |
3 = Somewhat | 25 | 26.3% | |
4 = Much | 29 | 30.5% | |
5 = Very much | 26 | 27.4% | |
Please give your opinion on [I have gained insight into how scientific research is conducted as a result of this project.] | 1 = Nothing | 1 | 1.1% |
2 = A little bit | 6 | 6.3% | |
3 = Somewhat | 23 | 24.2% | |
4 = Much | 35 | 36.8% | |
Please give your opinion on [I was encouraged to research topics outside of the classroom.] | 1 = Nothing | 1 | 1.1% |
2 = A little bit | 6 | 6.3% | |
3 = Somewhat | 19 | 20.0% | |
4 = Much | 34 | 35.8% | |
5 = Very much | 35 | 36.8% |
Variable 1 | Variable 2 | Correlation Coefficient | Significance Level (p-Value) |
---|---|---|---|
Curiosity-driven approach | Enjoyment of group work | 0.45 | p < 0.01 |
Improvement in question-asking skills | 0.43 | p < 0.05 | |
Satisfaction with the Nobel Prize project | Improvement in teamwork skills | 0.55 | p < 0.01 |
Nervousness during presentations | Gender (Female) | 0.50 | p < 0.01 |
Group work experience | Success in Nobel Prize presentation | 0.48 | p < 0.01 |
Satisfaction with group presentation | Clear division of labor | 0.52 | p < 0.01 |
Enjoyment of giving oral presentations | Improvement in communication skills | 0.40 | p < 0.05 |
Time management issues | Dissatisfaction with group project outcome | −0.47 | p < 0.05 |
Language barrier | Nervousness during presentations | 0.42 | p < 0.05 |
Problem/Issue | Male (%) | Female (%) |
---|---|---|
Group Members Not Participating | 35% | 40% |
Nervousness During Presentation | 30% | 50% |
Difficulty Reaching Consensus | 20% | 15% |
Time Management Issues | 10% | 20% |
Language Barrier | 5% | 5% |
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Rakedzon, T.; Van Horne, C. “Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study. Sustainability 2024, 16, 7308. https://doi.org/10.3390/su16177308
Rakedzon T, Van Horne C. “Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study. Sustainability. 2024; 16(17):7308. https://doi.org/10.3390/su16177308
Chicago/Turabian StyleRakedzon, Tzipora, and Constance Van Horne. 2024. "“Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study" Sustainability 16, no. 17: 7308. https://doi.org/10.3390/su16177308