2024 ASEE Annual Conference & Exposition

In engineering education, cultivating a sense of curiosity among undergraduates is imperative for nurturing innovative thinkers and problem solvers. This study proposes an innovative approach, termed Experiment-Centric Pedagogy (ECP), an experiential and learners-centered approach of learning, aimed at enhancing curiosity of industrial engineering undergraduates. ECP integrates hands-on experimentation with traditional coursework to provide students with a dynamic and engaging learning experience. The study proposes to stimulate transformational shift in classroom dynamics by stirring learners’ curiosity through experiential learning.
The methodology utilized a pre-and post-investigative design. The study conducted a survey with the validated and globally accepted Litman and Spielberger curiosity assessment tool to investigate the interest epistemic curiosity and the deprivation epistemic curiosity of the learners electronically. Quantitative analysis was carried out and results were presented using frequency, simple percentages, mean, and standard deviation. Impact of the pedagogy and other mediating factors to improving curiosity of learners were investigated using a t-test and the confidence level was set at 95% using the Statistical Package for Social Scientists (IBM SPSS v25.0)
The findings of this study reveal a positive impact of ECP on students' curiosity levels. Through pre- and post-assessment surveys, it was observed that students exposed to ECP demonstrated a marked increase in their interest in exploring complex industrial engineering concepts. Moreover, class observation results indicated a heightened sense of engagement and participation during classroom sessions.
In conclusion, experiment-centric pedagogy offers a promising approach to enhancing curiosity in industrial engineering undergraduates. This innovative teaching methodology not only ignites students' interest in the subject matter but also equips them with critical thinking skills necessary for success in the dynamic field of industrial engineering. This research sets the stage for a transformative shift in pedagogical practices among industrial engineering educators, ultimately empowering the next generation of industrial engineers to drive innovation and progress in the industry.