Science curiosity in learning environments: Developing an attitudinal scale for research in schools, homes, museum, and the community

Although curiosity is considered an integral aspect of science<br>learning, researchers have debated how to define, measure, and<br>support its development in individuals. Prior measures of curiosity<br>include questionnaire type scales (primarily for adults) and<br>behavioral measures. To address the need to measure scientific<br>curiosity, the Science Curiosity in Learning Environments (SCILE)<br>scale was created and validated as a 12-item scale to measure<br>scientific curiosity in youth. The scale was developed through (a)<br>adapting the language of the Curiosity and Exploration Inventory-<br>II [Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P.,<br>Breen, W. E., Terhar, D., & Steger, M. F. (2009). The curiosity and<br>exploration inventory-II: Development, factor structure, and<br>psychometrics. Journal of Research in Personality, 43(6), 987–998]<br>for youth and (b) crafting new items based on scientific practices<br>drawn from U.S. science standards documents. We administered a<br>preliminary set of 30 items to 663 youth ages 8–18 in the U.S.A.<br>Exploratory and confirmatory factor analysis resulted in a threefactor<br>model: stretching, embracing, and science practices. The<br>findings indicate that the SCILE scale is a valid measure of youth’s<br>scientific curiosity for boys and girls as well as elementary, middle<br>school, and high school learners.