Middle School Students’ Learning Engagement and Achievement in an Uncertainty-driven Science Classroom

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 4
  In Roundtable Session: Learning Through Uncertainty: Curiosity, Emotion, and Creativity in Science Education

Abstract

This study examined middle school students’ learning engagement and achievement in science classrooms implementing an uncertainty-driven approach. Surveys and achievement tests were conducted with 6th–8th graders (N > 700) across two teacher cohorts with varying levels of professional development (PD). Repeated-measures MANCOVA revealed significant achievement gains for both cohorts, with larger improvements among students taught by teachers who completed two PD sessions. Engagement showed mixed changes, suggesting initial adjustment challenges. General linear models indicated that interest-type epistemic curiosity (I-type EC) significantly predicted all engagement dimensions and achievement, while deprivation-type curiosity (D-type EC) had limited effects. Findings highlight the role of teacher preparedness and curiosity-supportive environments in fostering deeper learning.

Authors

• Yu Ye, Arizona State University

• Carlos Meza-Torres, Arizona State University

• Jongchan Park, Arizona State University

• Ying-Chih Chen, Arizona State University

• Michelle Jordan, Arizona State University