The Development of Science Learning Activities by Applying the STEM Education Model to Promote Student Creativity
DOI:
https://doi.org/10.33830/ijrse.v5i1.1345Keywords:
STEM education, creativity, satisfaction, Science learning, Assessment metricsAbstract
This research aimed to design and evaluate science learning activities using the STEM education model to foster creativity among students. Employing a type I developmental methodology, the study was structured into two primary phases: development and evaluation. In the development phase, contemporary educational challenges were identified, leading to the formulation of STEM-based learning activities, which were then tested with a select group of students. For the sample, a distinct student group participated in these STEM activities, with their creativity and satisfaction becoming the central assessment metrics. Results revealed a formulated STEM education model with five essential steps: introduction, problem identification, information gathering, solution design and implementation, and presentation. Following the activities, students' creativity scores averaged at 86.16%, surpassing the target of 80%. Additionally, satisfaction feedback indicated a high average rating of 4.65. To conclude, the customized STEM education model effectively heightened creativity among students, evident from their elevated creativity scores and significant satisfaction rates. Recommendations from this study urge schools and educational institutions to adopt this STEM education model due to its demonstrated efficacy in boosting student creativity and satisfaction, offering a structured methodology to tackle existing educational challenges and stimulate innovation.
References
Altan, E. B., & Ercan, S. (2016). STEM education program for science teachers: perceptions and competencies. Journal of turkish science education, 13(special), 103-117. https://doi.org/ 10.12973/tused.10174a
Anwari, I., Yamada, S., Unno, M., Saito, T., Suwarma, I., Mutakinati, L., & Kumano, Y. (2015). Implementation of authentic learning and assessment through STEM education approach to improve students’ metacognitive skills. K-12 STEM Education, 1(3), 123-136.
Atthachakara, S. (2021). Developing Practical Skills through Blended Learning Model Using Creativity-Based Learning Activites That Enhances Creative Thinking for Education Students Majoring in Social Studies at Mahasarakham University. Journal of Education and Learning, 10(6), 126-131. https://doi.org/10.5539/jel.v10n6p126
Becker, K. H., & Park, K. (2011). Integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A meta-analysis. Journal of STEM education: Innovations and research, 12(5).
Baharin, N., Kamarudin, N., & Manaf, U. K. A. (2018). Integrating STEM education approach in enhancing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 8(7), 810-821. http://dx.doi.org/10.6007/IJARBSS/v8-i7/4421
Canel, A. N. (2015). A Program Based on the Guilford Model that Enhances Creativity and Creative Psychological Counseling. In International Journal of Health Administration and Education Congress (Sanitas Magisterium) (No. 2, pp. 5-29).
Corrigan, D., Panizzon, D., & Smith, K. (2022). STEM, Creativity and Critical Thinking: How Do Teachers Address Multiple Learning Demands. In Education in the 21st Century: STEM, Creativity and Critical Thinking (pp. 81-97). Cham: Springer International Publishing.
Devi, P. K., Herliani, E., Setiawan, R., Yanuar, Y., & Karyana, S. (2018). Bimtek Pembelajaran Berbasis STEM Dalam Kurikulum 2013. Jakarta: Direktorat Pembinaan Sekolah Menengah Pertama, Kementerian Pendidikan dan Kebudayaan.
David Aguilera, & Jairo Ortiz-Revilla. (2021). STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review. Education Sciences, 11(7), 33; https://doi.org/10.3390/educsci11070331.
Eroglu, S., & Bektas, O. (2022). The effect of 5E-based STEM education on academic achievement, scientific creativity, and views on the nature of science. Learning and Individual Differences, 98, 102181. https://doi.org/10.1016/j.lindif.2022.102181
Guilford, J.P. (1967). The Nature of Human Intelligence. New York: Mc Graw – Hill.
Gardner, H., & Weinstein, E. (2018). Creativity: The View from the Big C the introduction of Tiny c.In R. Sternberg, & J, Kaufman. The Nature of Creativity. New York: Cambridge University Press.
Ganira, L. (2022). Adopting STEAM Development Strategies in Early Years Education in Nairobi City County, Kenya: Implication For 21st Century Skills. International Journal on Research in STEM Education, 4(2), 135–150. https://doi.org/10.31098/ijrse.v4i2.1174
Hanif, S., Wijaya, A. F. C., & Winarno, N. (2019). Enhancing Students' Creativity through STEM Project-Based Learning. Journal of science Learning, 2(2), 50-57.
Ivanov, V., Dimitrov, L., Ivanova, S., & Olefir, O. (2019, October). Creativity enhancement method for STEM education. In 2019 II International Conference on High Technology for Sustainable Development (HiTech) (pp. 1-5). IEEE. https://doi.org/10.1109/HiTech48507.2019.9128255
Kay, K. (2010). 21st century skills: Why they matter, what they are, and how we get there. 21st century skills: Rethinking how students learn.
Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of Creative Thinking. Creativity research journal, 23(4), 285-295. https://doi.org/10.1080/10400419.2011.627805
Kanematsu, H., & Barry, D. M. (2016). STEM and ICT education in intelligent environments (pp. 9-13). Cham, Switzerland: Springer.
Kusmawan, U. (2022). A Virtual Lab As A Vehicle For Active Learning Through Distance Education. International Journal of Research in STEM Education (IJRSE). ISSN 2721-2904 (online). Volume 4 Number 2 (2022): 18-38
Kusmawan, U. (2017). Kesiapan Belajar Mandiri Guru Sekolah Dasar: Sudi Kasus pada Program Studi PGSD pda FKIP Universitas Terbuka. Jurnal Pendidikan dan Kebudayaan Vol. 1 No. 3 (2016)
Lou, S. J., Chou, Y. C., Shih, R. C., & Chung, C. C. (2017). A study of creativity in CaC2 steamship-derived STEM project-based learning. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2387-2404. https://doi.org/10.12973/eurasia.2017.01231a
Murnawianto, S., Sarwanto, S., & Rahardjo, S. B. (2017). STEM-based science learning in junior high school: Potency for training students’ thinking skill. Pancaran Pendidikan, 6(4). https://doi.org/10.25037/pancaran.v6i4.86
National Economic and Social Development Plan. (2016). Economic Development Plan of Thailand.
Oschepkov, A. A., Kidinov, A. V., Babieva, N. S., Vrublevskiy, A. S., Egorova, E. V., & Zhdanov, S. P. (2022). STEM technology-based model helps create an educational environment for developing students' technical and creative thinking. Eurasia Journal of Mathematics, Science and Technology Education, 18(5), em2110. https://doi.org/10.29333/ejmste/12033
Pinasa, S., Siripun, K., & Yuenyong, C. (2018, January). Developing design-based STEM education learning activities to enhance students’ creative thinking. In AIP Conference Proceedings (Vol. 1923, No. 1, p. 030076). AIP Publishing LLC. https://doi.org/10.1063/1.5019567
Putri, N., Rusdiana, D., & Suwarma, I. R. (2019). The Comparison of Student Creative Thinking Skill Using CBL Implemented in STEM Education and Combined with PSL Worksheet in Indonesian School. Journal of Science Learning, 3(1), 7-11.
Putri, N., Rusdiana, D., & Suwarma, I. R. (2020, March). Enhanching physics students’ creative thinking skills using CBL model implemented in STEM in vocational school. In Journal of Physics: Conference Series (Vol. 1521, No. 4, p. 042045). IOP Publishing.
Root-Bernstein, R. (2015). Arts and crafts as adjuncts to STEM education to foster creativity in gifted and talented students. Asia Pacific Education Review, 16, 203-212.
Stylianidou, F., Glauert, E., Rossis, D., Compton, A., Cremin, T., Craft, A., & Havu-Nuutinen, S. (2018). Fostering inquiry and creativity in early years STEM education: Policy recommendations from the Creative Little Scientists Project. European Journal of STEM Education, 3(3). https://doi.org/10.20897/ejsteme/3875
Suherman S, Komarudin K, Supriadi N, & Saregar A. (2021). STEM-E: Fostering mathematical creative thinking ability in the 21st Century. Journal of Physics: Conference Series.
Stretch, E. J., & Roehrig, G. H. (2021). Framing failure: Leveraging uncertainty to launch creativity in STEM education. International Journal of Learning and Teaching, 7(2), 123-133.
Setyawati, R. D. ., Pramasdyahsari, A. S., Astutik, I. D., Nusuki, U., Aini, S. N., Arum, J. P., Widodo, W., Salmah, U., & Zuliah , N. . (2022). Improving Mathematical Critical Thinking Skill through STEM-PjBL: A Systematic Literature Review. International Journal on Research in STEM Education, 4(2), 1–17. https://doi.org/10.31098/ijrse.v4i2.1141
Torrance, E. P. (1962). Guiding creative talent. Englewood Cliffs, NJ: Prentice Hall.
Taylor, C. W., & Holland, J. (1964). Predictors of creative performance. Creativity: Progress and potential. New York: McGraw-Hill, 1, 64.
The National STEM Center, (2014). Thingwiangthong, P., Termtachatipongsa, P., & Yuenyong, C. (2021, March). Status quo and needs of STEM Education curriculum to enhance creative problem solving competency. In Journal of Physics: Conference Series (Vol. 1835, No. 1, p. 012089). IOP Publishing.
Ugras, M. (2018). The Effects of STEM Activities on STEM Attitudes, Scientific Creativity and Motivation Beliefs of the Students and Their Views on STEM Education. International Online Journal of Educational Sciences, 10(5). https://doi.org/10.15345/iojes.2018.05.012
Vasquez JA, Sneider C. & Comer M. (2013). Managing learning through a design-
oriented process. STEM-based engineering to develop creativity on balanced topics for grade school students. Secondary school year 10.
Vicharn P. (2015). Developing students to have knowledge and competence in various skills of the 21st century.
Wang, B., & Li, P. P. (2022). Digital creativity in STEM education: the impact of digital tools and pedagogical learning models on the students’ creative thinking skills development. Interactive Learning Environments, 1-14. https://doi.org/10.1080/10494820.2022.2155839
Yildirim, B. (2016). An Analyses and Meta-Synthesis of Research on STEM Education. Journal of Education and Practice, 7(34), 23-33.
Yates, E., & Twigg, E. (2017). Developing creativity in Early Childhood studies students. Thinking skills and creativity. Vol. 23, 42-57 Campbell, C., Speldewinde, C., Howitt, C., & MacDonald, A. (2018). STEM practice in the early years. Creative Education,9, 11–25. https://doi.org/10.1016/j.tsc.2016.11.001
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Wanwisa Sonthong, Angkhan Intanin, Sasitorn Sanpundorn
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Content Licensing, Copyright, and Permissions
1. License
International Journal of Research in STEM Education (IJRSE) adopts the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0) as the optimal license for the publication, distribution, use, and reuse of scholarly works for non-commercial purposes.
The non-commercial use of the article will be governed by this license, which allows others to share and adapt the work provided proper attribution is given to the author(s) and the journal.
Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons License: CC BY-NC 4.0
2. Author's Warranties
The author warrants that the article is original, written by the stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright vested exclusively in the author, is free of any third-party rights, and that all necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
The International Journal of Research in STEM Education aims to disseminate published articles as freely as possible. Under the Creative Commons license, users are permitted to copy, distribute, display, and perform the work for non-commercial purposes only, provided that proper attribution is given to the author(s) and this journal.
4. Rights of Authors
Authors retain the following rights:
- Copyright and proprietary rights related to the article, such as patent rights.
- The right to use the substance of the article in future works (e.g., lectures, books).
- The right to reproduce the article for personal purposes.
- The right to self-archive the article.
- The right to enter into separate, additional non-exclusive contractual arrangements for the distribution of the article’s published version (e.g., posting to an institutional repository or publishing it in a book), with acknowledgment of its initial publication in IJRSE.
If the author has a non-exclusive publishing contract with another publisher under a more restrictive license, the author still retains all rights to republish or distribute the work elsewhere, including commercially, as the author is not bound by the license conditions imposed on the journal.
5. Co-Authorship
If the article has multiple authors, the signatory of this agreement warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf and agrees to inform all co-authors of the terms of this agreement.
6. Termination
This agreement may be terminated by either the author or IJRSE with two months’ notice if the other party has materially breached this agreement and failed to remedy such breach within one month after receiving written notice.
No breach or violation of this agreement will cause automatic termination or affect the license granted to IJRSE.
7. Royalties
This agreement entitles the author to no royalties or other fees. To the extent legally permissible, the author waives the right to collect royalties in respect of any use of the article by IJRSE or its sublicensees.
8. Miscellaneous
IJRSE will publish the article (or have it published) once the editorial process has been successfully completed.
The journal reserves the right to edit the article for style, punctuation, spelling, capitalization, referencing, and consistency as deemed appropriate.
The author acknowledges that the article will be made publicly accessible, and such access will be free of charge for readers.
