Jihoon Kang and Jina Kim
Original article: Exploring the predictiveness of curiosity and interest in science learning in and after class. Journal of Research in Science Teaching, 61(8), 1821-1857 (2024), https://doi.org/10.1002/tea.21920

What the Research Found

This study explored how different forms of curiosity and interest affect student learning:

• Science curiosity (a student’s general drive to learn science),
• Phenomenon interest (interest in a specific topic or event), and
• State curiosity (short-term curiosity sparked by something in the moment).

Researchers studied over 700 fifth- and sixth-grade students in classroom settings. They found: 

• During class, all three types of motivation helped students learn. However, state curiosity—that momentary spark of “I want to know more!”—was the strongest driver of in-class learning. 
• After class, only phenomenon interest predicted whether students kept exploring science topics on their own. This kind of spontaneous exploration led to better science learning outcomes and helped reduce learning loss after instruction. 

Classroom Strategies Based on These Findings

• In-class tip: Design science lessons that ignite students’ state curiosity—use surprising questions, hands-on activities, or real-world problems to spark immediate interest. 
• After-class tip: Support opportunities for student-led exploration—let students choose follow-up topics based on what fascinated them most in class. This leverages their interest in phenomena and can lead to deeper, lasting learning. 

Why This Matters for Long-Term Learning

Science learning doesn’t stop when the bell rings. Encouraging spontaneous science exploration at home can help students retain knowledge, build skills, and stay excited about STEM. This is especially important for reducing learning loss and building lifelong science learners.