Questions and Appraisal of Curiosity

Research output: Chapter in Book/Report/Conference proceedingConference Paper published in Proceedingspeer-review


Questions not answers drive innovative thinking. Yet pressure to produce answers often obscures the need to find questions that generate inquiry. To overcome this paradox practicable ways to make questions and questioning central to learning in educational and community settings are explored. A three-fold model for enactment of question-led learning is presented within a ‘big ideas’ frame of mind. Means for appraisal of inquiries steered by curious questions are articulated by drawing on well-established educational concepts and practices. These means have potential to integrate question-led learning and appraisal as interdependent partners in inquiries as well as in the acquisition and creation of knowledge. Question-led inquiries have profound implications for innovation and creativity as well as for the design, development, and implementation of educational practices.
Original languageEnglish
Title of host publicationDesign, Learning, and Innovation
Subtitle of host publication6th EAI International Conference, DLI 2021 Virtual Event, December 10–11, 2021 Proceedings
EditorsEva Brooks, Jeanette Sjöberg, Kalsgaard Møller
Place of PublicationSwitzerland
PublisherSpringer Nature Switzerland AG
Number of pages17
ISBN (Electronic)978-3-031-06675-7
ISBN (Print)978-3-031-06674-0
Publication statusPublished - 29 May 2022
Event6th EAI International Conference on Design, Learning & Innovation - Online, Aalborg, Denmark
Duration: 2 Dec 20213 Dec 2021
Conference number: 6

Publication series

NameLecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
ISSN (Electronic)1867-822X


Conference6th EAI International Conference on Design, Learning & Innovation
Abbreviated titleEAI DLI 2021
Internet address


Dive into the research topics of 'Questions and Appraisal of Curiosity'. Together they form a unique fingerprint.

Cite this