| Curiosity is a necessary component to intellectual growth (Engel, 2009) and fundamental to learning (Schmitt & Lahroodi, 2008), but it is unclear how to purposefully grow an individual's curiosity (Smith, 2011). Therefore, the purpose of this quantitative study was to examine the relationship between problem-based learning and curiosity in engineering education. Results from a series of regression analyses did not support a predictive relationship between problem-based learning and curiosity. Further data analysis suggest problem-based learning environment should be a categorical rather than continuous variable. |
