From Curiosity to Achievement: Analyzing the Role of Learning Engagement and Epistemic Curiosity

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Science Education: Teacher Training, Student Competencies, Engagement, and Learning Technology (Table 6)

Abstract

This study explores the relationship between epistemic curiosity and student engagement in shaping learning achievement in uncertainty-driven science classrooms. Based on Litman’s (2008) distinction between Interest-type (I-type) and Deprivation-type (D-type) curiosity, the research investigates how these curiosity types, along with behavioral, emotional, cognitive, and agentic engagement, mediate achievement outcomes. Additionally, students' demographic information will be analyzed to explore its impact. Using pre- and post-surveys and achievement tests administered in middle school classrooms, the study aims to uncover how student engagement influences the curiosity-to-achievement pathway in science education.

Author

• Yu Ye, Arizona State University