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This study examines the relationship between epistemic curiosity (EC) and perceived uncertainty, which is posited to form an inverted U-shape, in the context of uncertainty-driven science learning (UDSL). Using path analysis, survey data from 181 middle school students collected at multiple timepoints across a three-week photosynthesis unit designed to facilitate UDSL were analyzed. Results show that the inverted U-shaped relationship between EC and uncertainty does not consistently hold over time. Instead, prior uncertainty negatively affects this relationship unless mediated by EC or sustained uncertainty in subsequent activities. At the trait level, the study highlights the mediating role of epistemic orientation toward uncertainty in fostering trait EC in UDSL. The findings underscore the importance of supporting students' productive uncertainty navigation and signify the positive impacts of UDSL in fostering EC.
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This content will become publicly available on June 10, 2026
Exploring How Dispositions Toward Navigating Scientific Uncertainty (DSUN) Influence Epistemic Curiosity and Learning Achievement
Students’ Dispositions toward Scientific Uncertainty Navigation (DSUN) can play a pivotal role in impacting student learning achievement. However, understanding of the underlying mechanism of DSUN influencing learning achievement is limited. Drawing from related research, this study investigates the roles of epistemic curiosity and learning engagement in mediating the relationship between DSUN and learning achievement. A survey study design was employed, involving 1,137 middle school students who participated in an uncertainty-driven learning environment when learning solar energy. A sequential mediation model was tested using data collected through validated measures assessing DSUN, epistemic curiosity, learning engagement, and learning achievement. Results revealed that while DSUN positively predicts learning achievement, this relationship is sequentially mediated by epistemic curiosity and learning engagement, with epistemic curiosity not serving as a significant mediator on its own. These findings underscore the importance of fostering both epistemic curiosity and engagement in science classroom activities when students encounter scientific uncertainty.
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- PAR ID:
- 10638528
- Publisher / Repository:
- ICLS
- Date Published:
- Page Range / eLocation ID:
- 2125 to 2129
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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