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Background: Understanding cultural diversity in STEM education is important for inclusivity and teaching STEM literacy for all. We explore diversity at a micro-cultural classroom level involving students' emotional experiences and interactional practices as they engage with learning, which has received limited attention in naturalistic studies of STEM education, especially in East Asian cultures. In this study, we explore emotional experiences of students during a guided inquiry lesson in a Chinese primary school using an interpretive methodology informed by concepts of emotional energy, uniformity, and harmony. Emotional energy is an individual and collective experience of togetherness and solidarity emerging from successful social interaction. Uniformity and harmony are emotion-related concepts experienced in Confucian heritage cultures. The aims of this study are to explore Chinese students' emotional experiences during a STEM inquiry lesson and to refine the conceptualization of emotional energy from Confucian cultural perspectives. Results: In a STEM inquiry, context knowledge about micro-cultural diversity and the interplay between Chinese emotional experiences and engagement with ideas are explored. Notions of uniformity and harmony are described through cultural practices as they relate to emotional energy. The study contributes to understanding the diversity of emotional energy as a student experience and social form of engagement, during a STEM inquiry activity in a Confucian heritage context. Conclusions: This study contributes to understandings of student experiences of uniformity, harmony, and variations to intensity of emotional energy during learning via STEM inquiry. Modifications to the conceptualization of emotional energy in STEM education are indicated. Our findings inform an understanding of student emotive experiences of STEM education in East Asian and multi-cultural education systems internationally. [ABSTRACT FROM AUTHOR]