"The thing that doesn't fit is the thing that's most interesting" - Richard Feynman
When we hear parents or teachers lament about 'novelty-seeking' it seems like definitely unwanted trait. What are the bad things we think about novelty-seeking? High risk behaviors? Undesireable Experimentation? The dark side of ADHD?
But this is not a balance view of novelty. Novelty-seeking is wired into certain ways that we learn. And for some people, it may be their preferred way of learning. In the linked papers below, the anatomy of 'novelty seeking' does not suggest that novelty seeking results from the loss of restraint or deficiency in some brain function. Rather, there are special areas of brain that preferentially respond to novelty, and these areas interestingly are centers for personal or autobiographical memory and multisensory (sight, hearing, touch, etc.) experience.
So a novel experience that can help us in problem solving, is one that is very different from our experience. It something that can help use reexamine our assumptions, reframe our questions, or completely change our point-of-view. In this way, the novelty learning preference is more alligned to inductive learning (generating the principle from the novel example) and hands-on learning.
Needless to say, this is not the dominant style of teaching in the K-12 classroom. For children who seem to strongly prefer novelty-learning, though, it might well be worthwhile considering whether a different educational format is really what is needed to teach them in the way they want to learn.
Multisensory Novelty Regions
Novelty Seeking and Medial Temporal Lobe
IngentaConnect Novelty Seeking and Reward: Impli...the Study of High-Risk Behaviors