Work

Faces and phases of epistemic curiosity in science learning: A longitudinal study

Year: 2026

Type: article

Abstract: Curiosity is central to children's development, particularly in science learning. This longitudinal study examines how epistemic curiosity, overall and its subtypes I-type and D-type, predicts scientific reasoning and science (physics) knowledge at the start (Grade 1) and end (Grades 3-4) of primary school, beyond prior knowledge and cognitive abilities. Parents of 122 children (mean age 6.12 years) completed an 11-item curiosity questionnaire. Scientific reasoning and science knowledge were assessed with standardized inventories and a 25-item physics test. Overall curiosity predicted early reasoning, whereas I-type curiosity predicted later science knowledge. These findings highlight that curiosity has distinct faces and phases: I-type and D-type operate differently at different developmental time points. Fostering both types supports multiple aspects of science competence.

Source: British Journal of Developmental Psychology

DOI: 10.1111/bjdp.70041

Authors: Susanne Koerber, Christopher Osterhaus

Institutions: University of Education Freiburg, University of Vechta

Language: English

Topic: Psychological and Educational Research Studies

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,400