Curiosity is the driving-force that works to fill the gap between what we know and what we want to know. Torah Kachur CBC science columnist writes: “You can think of it like a mental itch, and the only way to scratch the itch is to seek out new knowledge.” To put fuel on this driving-force is even more important today than before the digital technology boom. This is one of the key points in Dr David A. Sousa’s new book “Engaging the Rewired Brain”.
Dr Sousa’s research is based on recent brain research on how the human brain develops throughout childhood and adolescence. In the next step he provides evidence-based guidance and point out specific strategies to teachers working with technology-addicted learners.
Young people’s brain are developing differently in comparison with past generations, and since the human brain is plastic thereby changes with experience the rewiring goes to some extent for older generations too. Dr Sousa says that technology has reduced the need to remember information. It is the context that matters. At same time smartphones, tablets and computers is an engaging distraction that either put the student on an adventurous learning-path or a zapping ride without purpose and goal. And Dr Sousa continues “Teachers generally focus mainly on their students’ intellectual engagement and create lessons and assignments that stimulate their students’ curiosity and interests.”
Torah Kachur writes: “Another region of the brain that is stimulated when we are curious is the caudate — a region of the brain that essentially sits as an intersection between new knowledge and positive emotions.” Here is one of the keys to why games could be such a powerful learning tool. This means that curiosity does not kill the cat as the saying says. Instead it made it happier and more knowledgeable.