Developing creative thinking through the use of STEM educational materials within the topic of Energy Supply
DOI:
https://doi.org/10.56380/Keywords:
Secondary school students, Creative thinking skills, STEM educational materials, Experimental lessons, Step-by-Step Self-Reliance methodologyAbstract
This quasi-experimental study examined the effectiveness of STEM educational materials in developing creative thinking skills among 6th-grade secondary school students. Experimental lessons were implemented within the “Energy Supply” unit of the Physics curriculum using the “Step-by-Step Self-Reliance” instructional methodology. The Torrance Tests of Creative Thinking (TTCT) were adapted into Mongolian and administered to 84 students across three class groups (α = .787). Results revealed a statistically significant improvement in students’ overall creative thinking scores following the intervention, with a mean difference of 0.27 (SD = 0.45, 95% CI [0.15, 0.39], t = 4.48, p < .001). Significant gains were observed across all creative thinking dimensions: fluency (ΔM = 0.87, p < .001), elaboration (ΔM = 0.83, p < .001), originality (ΔM = 0.76, p < .001), flexibility (ΔM = 0.47, p < .001), and imagery (ΔM = 0.22, p = .014). Post-intervention comparison between groups showed that the experimental group’s mean score (M = 3.10, SD = 0.42) was significantly higher than that of the control group (M = 2.76, SD = 0.37). These findings demonstrate that STEM-based experimental lessons incorporating hands-on educational materials effectively foster creative thinking abilities in secondary school students.
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