In 2019, the U.S. is still facing a shortage of science, technology, engineering and mathematics (STEM) workforce that is capable of solving social and economic challenges in 21st century worldwide. Numerous studies have explored the influence of integrative STEM approaches on developing student interest and career aspiration in STEM. Building on this work, this study explored how cognitive disequilibrium (CD) influenced students' triggered situational interest as the proximal outcome and their views of the nature of science, science content learning, and maintained situational interest as distal outcomes. This study used a concurrent embedded mixed method design. Four existing classes of eighth-grade students (n = 88) were randomly assigned to either the treatment or control group as existing intact classes. The lesson "How Big Was Megalodon?" was implemented by the same science teacher in both the treatment and control group. Students in both groups experienced the same lesson except for the CD treatment, which was implemented to trigger an uncomfortable state of uncertainty as a result of students obtaining anomalous data on Megalodon size. Students self-reported their CD, SI, individual interest in science and views of the nature of science using robust, previously validated measures. Their science content knowledge was assessed using Megalodon activity worksheets. Classroom observations and student interviews were conducted to further explore students' CD experience and perceptions of the learning activity. Results revealed that CD was a source for triggering and maintaining students' situational interest in science. Students' reappraisal of CD was found to positively predict their triggered situational interest and the feeling components of their maintained situational interest. Anxiety positively predicted the value components of maintained situational interest. For CD-based instructional strategy to be effective in improving students' views of the nature of science and science content knowledge, the CD experience should be scaffolded to allow students to discover and externalize the misconceptions and gaps in their existing knowledge, and encourage them to resolve CD by seeking new and relevant information. Further implications for educational researchers include a) exploring conceptual and procedural scaffolds for designing a meaningful CD experience, b) determining how individual differences in cognition and affect mediate interactions and learning with CD, and c) investigating how CD affects learning for students from diverse socio-cultural backgrounds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]