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A student’s science identity has important implications for their persistence in science classes and success in STEM careers. Unfortunately, many marginalized students in the science field do not feel like scientists; thus, we need to understand ways in which we can help foster science identities in elementary education. Researchers surveyed 148 third- and fourth-grade students and their teachers across 10 public schools in the Mid-Atlantic region of the U.S. to understand students’ science identity. A mixed methods approach, using a multi-level model and thematic coding of open-ended responses revealed that science curiosity, science self-efficacy, and teacher practices may be important factors to consider when examining students’ science identity development. Hands-on experiences that match students’ perceptions of what scientists do in the real world, positive affirmations like telling students they are scientists, and encouraging the process of doing science rather than needing to know all answers were common themes amongst students that felt high perceptions of science identity. Classroom practices and implications were explored. 

Curiosity is a universal characteristic of childhood that can motivate and direct attention during information-seeking to support knowledge development. Understanding the development of curiosity could inform practical applications to support children’s curiosity and learning across contexts, such as fostering curiosity-supportive environments at home and in schools. In this Review, we focus on the state component of curiosity, defined as information-seeking behaviour that is internally motivated in response to a specific question or gap in knowledge. We synthesize research on children’s curiosity, considering the distinction between internal and external curiosity and variation in curiosity across ages and contexts. On the basis of this research, we suggest several areas for future research.