Tailoring inquiry for young scientists: investigating the impact of a DI PBL model on elementary students’ curiosity in biodiversity learning

Abstract

This study examined the impact of a Differentiated Instruction–Problem-Based Learning (DI–PBL) model on elementary students’ curiosity in biodiversity lessons. Using a quasi-experimental design, two intact classes of fifth-grade students (n = 44) were assigned to experimental and control groups. Data were collected through a 26-item curiosity questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that the DI–PBL model significantly enhanced students’ curiosity compared to traditional instruction. The model demonstrated strong explanatory power (R2 = 0.739), indicating that 73.9% of the variance in curiosity was explained by the five instructional stages. Among these, Guiding Group and Individual Investigations (β = 0.619) made the strongest contribution, while Developing and Presenting Work had minimal direct influence (β = 0.031). These findings highlight that curiosity is most effectively stimulated during early and inquiry-focused stages of the DI–PBL process. Practically, this study suggests that teachers can foster curiosity by tailoring inquiry activities to students’ learning profiles and emphasizing investigation and exploration. Differentiated strategies such as visual aids, peer discussion, and hands-on tasks can make inquiry more accessible and engaging. Beyond science learning, the DI–PBL framework offers a promising approach for cultivating curiosity as a transferable learning disposition across school subjects.