A Systematic Review of Curiosity and Wonder in Natural Science and Early Childhood Education Research

Disagreement exists about how to best spark young children’s motivation learn natural science. Both curiosity and wonder are considered important motivational factors for learning during early childhood (0–8 years). This systematic literature review explores research scientific in education care published from 2010–2020. The outlines the population of interest (participants study, age children, study location), methodological trends, and/or included research. search yielded 300 peer-reviewed articles, which 33 were analysis based on eligibility criteria. main results showed that: (a) term “curiosity” was more commonly used than “wonder,” (b) few studies elaborated their understanding two terms beyond them being naturally present (c) emphasized as means science or stimulated by it, although discussed can be observed nurtured. With a better what defines foster these qualities care, we support intrinsic learning.