Striving to learn to do chemistry in the laboratory: Epistemic conation as a fundamental driver of inquiry

Hendra Y. Agustian; Bente Gammelgaard; Muhammad Aswin Rangkuti; Marie Larsen Ryberg

doi:10.1039/d5rp00232j

January 1, 2025Chemistry Education Research and Practice

Striving to learn to do chemistry in the laboratory: Epistemic conation as a fundamental driver of inquiry

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Key Points

Epistemic conation significantly influences how individuals engage in chemistry inquiry and learning.
The study identifies three key factors—dispositional, motivational, and volitional—that support the learning process.
By understanding these driving factors, educators can better facilitate inquiry in laboratory settings.
This research explores the psychological dimensions that underpin effective chemistry education.

Implication

This research demonstrates how epistemic conation drives inquiry in chemistry learners, highlighting its role in motivational and dispositional factors.

Abstract

Learning to do chemistry in the laboratory involves dispositional, motivational, and volitional factors that sustain and direct inquiry. These aspects have been theorised as constituting an incentive dimension that serves...

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Cite This Study

Agustian et al. (2025) studied this question.

synapsesocial.com/papers/68c1955c9b7b07f3a061927e https://doi.org/10.1039/d5rp00232j

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Striving to learn to do chemistry in the laboratory: Epistemic conation as a fundamental driver of inquiry

Key Points

Implication

Abstract

Discussion

Cite This Study

Striving to learn to do chemistry in the laboratory: Epistemic conation as a fundamental driver of inquiry

Key Points

Implication

Abstract

Discussion

Cite This Study

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