Research on the Neural Mechanisms Underlying the Transformation of Curiosity into Exploratory Learning Behaviors in Science Education Contexts

Abstract

Cognitive curiosity, defined as the desire to acquire
knowledge and information, is a key motivational driver of
exploratory behavior. Grounded in the Prediction
Error–Appraisal–Curiosity–Exploration (PACE) neurocognitive
framework, this study employs a two-stage experimental
design to investigate how middle school students appraise
curiosity when encountering scientific knowledge gaps in
science education contexts, and how this appraisal process
influences subsequent exploratory learning decisions.
Specifically, this study examines (1) how learners’
perceived answer uncertainty and curiosity intensity vary
when they encounter scientific knowledge gaps and what
appraisal characteristics these variations reflect; (2)
whether curiosity intensity during the appraisal stage
predicts subsequent exploratory learning decisions under
different time-cost conditions; and (3) whether prefrontal
cortex activity measured using functional near-infrared
spectroscopy (fNIRS) during the curiosity appraisal stage
can predict later exploratory learning decisions, thereby
revealing the process through which curiosity is
transformed into exploratory learning behavior.