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Session Type: Roundtable Session
This roundtable brings together five studies examining how curiosity, emotion, and uncertainty shape scientific learning and thinking across grade levels. Presenters explore how students’ dispositions toward uncertainty and curiosity drive engagement; how to integrate cognitive and affective factors; and how uncertainty-based instruction can foster creativity, reflection, and conceptual change. Collectively, these studies highlight the intertwined roles of curiosity, emotion, and identity in navigating complex or emotionally charged topics like climate change. This session invites discussions about how science education can nurture learners who are resilient, reflective, and creatively engaged with scientific uncertainty.
Design and validation of a conceptual model for students' scientific literacy - Cuixin Li, Beijing Normal University; Yang Yang, Beijing Normal University; Yafeng Zheng, Beijing Normal University
Exploring how Disposition toward Scientific Uncertainty Navigation and Epistemic Curiosity Interact to Influence Learning Engagement - Bukola Omowumi Akinbadewa, Arizona State University; Ying-Chih Chen, Arizona State University; Michelle Jordan, Arizona State University; Jongchan Park, Arizona State University; Carlos Meza-Torres, Arizona State University; Chin-Chung Tsai, National Taiwan Normal University
Exploring the Impact of STEM Education on Scientific Creativity and Reflecting Thinking in Elementary Science Education - Umran Atabas, Istanbul 29 Mayıs University; Gonul Sakiz, Marmara University
Middle School Students’ Learning Engagement and Achievement in an Uncertainty-driven Science Classroom - 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
Roles of Grain Size and Emotions in Conceptual Change When Reading Different Refutation Texts - Victoria Teed, Washington State University; Onur Ramazan, Chinese University of Hong Kong; Gan Jin, Washington State University; Adam Ulysess Coldiron, Washington State University; Robert W. Danielson, Washington State University - Spokane