**Curiosity about Nature: Adolescent Inquiries in Nature-Rich Environments****Abstract:**This study examines the inherent curiosity about nature through self-generated questions during a field visit to a nature-rich environment. Utilizing qualitative methods and focus group discussions, we collected 164 valid questions from 36 adolescents. Abilities, ecosystems, dispersion, and biodiversity were frequent themes. Younger adolescents showed a preference for nature conservation, while older adolescents highlighted biodiversity dynamics. Our findings suggest that nature-rich environments can stimulate adolescents' curiosity about nature and encourage responsible conservation practices.**Introduction:**Nature plays a vital role in children's and adolescents' development. Despite its recognized benefits, research indicates a decline in youth nature engagement. One possible reason is the decreasing direct experiences with nature during childhood and adolescence. This study aims to understand how adolescents engage with and experience nature, particularly in nature-rich environments.**Methods:**Thirty-six adolescents participated in an activity involving nature exploration through a trail hike. They were instructed to produce questions expressing curiosity about nature and rank their most interesting ones. The questions were then analyzed and interpreted using thematic analysis.**Results:**Biotic elements accounted for 89.6% of the questions, primarily focusing on species and their characteristics. The predominant topics were species adaptation, succession, and biodiversity dynamics. Younger adolescents showed interest in nature conservation, while older adolescents highlighted topics related to environmental change and stewardship.**Discussion:**The study aligns with previous findings on nature experiences among children and adolescents, highlighting the importance of biotic elements and conservation concerns. Nature-rich environments can foster curiosity, especially in specific topics depending on age groups. The diversity of questions also suggests that adolescents view nature not only as a recreational space but also as a subject of inquiry and concern.**Implications for Practice:**The findings have implications for education and conservation practices. Place-based, inquiry-based learning in nature-rich environments can enhance adolescents' curiosity and understanding. Curricula and educational strategies should incorporate adolescents' nature-related interests, emphasizing topics beyond traditional nature appreciation. Additionally, promoting opportunities for active involvement in pro-environmental actions can cultivate stewardship responsibilities.**Conclusion:**This study underscores the potential of self-generated questions as a research approach in understanding adolescents' curiosity about nature. Findings suggest the decline in nature engagement is not universal and that nature-rich environments can spark interest even in older adolescents. Further research is recommended to explore age-related differences, the prevalence of nature curiosity in different contexts, and the role of active involvement in fostering environmental engagement.