Curiosity is associated with increased learning, and developing curious individuals is an educational goal in its own right. This review uses Bioecological Systems Theory to examine how students’ curiosity can be supported in educational contexts. Understanding the nature of curiosity as a biopsychosocial characteristic that can change over time and its relation to other characteristics such as knowledge and epistemic beliefs provides insight into why some students may be more curious than others, or more curious in certain subject areas than others. Scaffolding uncertainty and other practices that instigate curiosity are an important means of increasing curiosity for learning. Overall, the development of students’ curiosity should account for the complex, nested structure of learning environments, including the culture of high-stakes testing.

好奇心与学习的增加有关，培养好奇的人本身就是一个教育目标。这篇综述使用生物生态系统理论来研究如何在教育环境中支持学生的好奇心。理解好奇心的性质是一种生物心理社会特征，随着时间的推移会发生变化，并将其与其他特征（例如知识和认知信念）的关系转变，从而可以洞悉某些学生为什么比其他人更好奇，或者某些学科领域比其他人更好奇。脚手架的不确定性和其他激发好奇心的做法是增加学习好奇心的重要手段。总体而言，学生好奇心的发展应解释学习环境的复杂嵌套结构，包括高风险测试的文化。