Document Type



Institute for Educational Development, East Africa


Curiosity is the inner drive for learning or ‘hunger for learning’ which is among the twenty-firstcentury learning competencies. Students in their earliest stage ought to exhibit curiosity to stirup knowledge acquisition and exploration, yet the development of curiosity in the context of education is considered to be unusual. This research assesses how chemistry students develop and express curiosity in a hands-on learning environment. A sample of 169 senior three students from three community secondary schools in Dar es Salaam was involved in this study. Besides, the study examined how hands-on activities in chemistry lessons can be incorporated as a pedagogical practice to foster students’ curiosity. The study employed a convergent mixed method design in (QUAL+quant) form following a pragmatic stance. We used lesson observations, interviews, and Focus Group Discussions (FGDs) to gather qualitative data while quantitative data were obtained through the Students’ Self-Reporting Questionnaire (SSRQ) and Teacher Rating Scale (TRS). It was revealed that hands-on activities can successfully be used when teachers share success criteria and learning intentions of a particular lesson. The overall results showed a significant increase in students’ curiosity due to the implementation of hands-on activities as an instructional strategy. In this perspective, we advocate for hands-on activities to be used frequently in chemistry lesson sessions and more studies should be done further on students’ curiosity in the field of education.


This work was published before the author joined Aga Khan University.

Publication (Name of Journal)

EURASIA Journal of Mathematics, Science and Technology Education


Creative Commons License

Creative Commons Attribution-Share Alike 4.0 International License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.