The Effect of Curiosity on Student Learning in Discovery-Enriched Curriculum (DEC)

Abstract

The Discovery-Enriched Curriculum (DEC) is a major initiative of the teaching development in City University of Hong Kong (CityU). In order to engage students in the learn experience with discovery and innovation (D & I) and enable them with comprehensive knowledge and skills, it would be necessary to consider and understand students' involvement in and reaction to the GE courses. From a psychological perspective, this proposed longitudinal study endeavors to examine the motivational and emotional processes of curiosity among students in their first year of university education. It is aimed to find out whether students change in their curiosity as a result of taking GE courses, and how these changes are related to various dimensions of teaching and learning in GE. Drawing on the DEC initiative in GE, this study assesses not only student attitudes or traits of curiosity, but also students' evaluation of their abilities and achievement as well as the opportunities that are available in our university. A systematic analysis of these domains can inform us how the new curriculum helps students develop in the expected way and what further improvement may be made.