Stimulating curiosity for global poverty and inequality. An explorative study of students’ experiences with the exhibition A World at Stake

  • Sigurd Solhaug Nielsen Department of Geography NTNU – Norwegian University of Science and Technology NO-7491 Trondheim, Norway Hedmark University College P.O. Box 400 NO-2418 Elverum, Norway
Keywords: Mastery, global poverty, science centre pedagogy, curiosity stimulation, quantitative methodology


This article focuses on students’ experiences with A World at Stake, an interactive exhibition inspired by the United Nations Millennium Development Goals. The research aim of the study was to explore factors contributing to students’ curiosity-evoking capacities for global poverty and inequality, with a particular emphasis on experiences of mastery. The research was based on a survey conducted at Glomdalsmuseet in Norway among students aged 9–17 years (n =1094). The data analysis was performed using quantitative methodology analysis in IBM SPSS version 20. Results indicate that students’ interests in social and natural environments, and their sense of responsibility and participation, seem to stimulate curiosity. In particular, students’ experiences of mastery in the exhibition are positively associated with their curiosity-evoking capacities.