A higher science self-concept may be required to stimulate state curiosity in incongruent situations, but there is limited research on the connection between science self-concept and state curiosity. The purpose of this study is to examine whether science self-concept moderates the process of arousing students' state curiosity when they encounter results that violate their expectations in science learning. To achieve this aim, 410 fifth- and sixth-grade primary school students (194 female) were asked to solve science questions, and students who faced results that deviated from their expectations were classified as the violation outcome group (experimental group), while those who faced results consistent with their expectations were classified as the expected outcome group (comparison group). Then, the moderating effect of science self-concept on the relationship between science curiosity and state curiosity arousal in these two groups was verified using PROCESS macro. Results showed that science curiosity significantly predicted state curiosity in both groups. Notably, science self-concept had a significant moderating effect on the process of arousing state curiosity in the violation outcome group, where higher science self-concept led to a greater increase in state curiosity after confirming the correct answer. However, in the expected outcome group, the moderating effect of science self-concept was not significant. The implications of these findings for science education and potential directions for future research are discussed.