Building Students Creative Thinking Ability Through STEM Integrated Curriculum: An Experiment on Elementary School Students
Keywords:
Students creative thinking, STEM integrated curriculum, Elementary school students, New trends in education, Students performanceAbstract
With the passage of time, changes in the way of life of man have taken place and are taking place. Likewise, new inventions are increasing day by day. The use and role of these inventions in human life has been very important in every age. Many researchers are conducting research in the field of education, and new teaching methods are being discovered, which are not only making teaching learning easier but also increasing the mental performance of students. Educational psychologists are conducting new experiments daily to better understand students’ cognitive abilities so that students can easily switch to science, technology, engineering, and math. For this purpose, present experimental research was conducted with the aim to increase students’ creative thinking through an integrated curriculum. For this experiment, two groups of seventh-grade students were made; one group was taught the traditional curriculum, and the other group was taught the STEM integrated curriculum; this treatment continued for six months. After that, the post-test of both groups was conducted, and the creative thinking of the students treated through the STEM-integrated curriculum increased to a surprising level. Based on the results of this research, it is recommended that a STEM-integrated curriculum should be taught instead of a traditional curriculum to develop creative thinking abilities in students.
References
Abdulla, A. M., Paek, S. H., Cramond, B., & Runco, M. A. (2020). Problem finding and creativity: A meta-analytic review. Psychology of Aesthetics, Creativity, and the Arts, 14(1), 3.
Abraham, A. (2016). Gender and creativity: an overview of psychological and neuroscientific literature. Brain imaging and behavior, 10(2), 609-618.
Abu Khurma, O., Al Darayseh, A., & Alramamneh, Y. (2022). A framework for incorporating the “learning how to learn” approach in teaching STEM education. Education Sciences, 13(1), 1.
Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. teachers to teach STEM through place-based teaching and learning experiences. Electronic Journal of Science Education, 18 (5), 1-22. Ainley, M. & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Journal of Science Education, 18(5), 1-22.
Ahmad, M., Hussain, S., & Qahar, A. (2023). Learning Outcomes by Integrating Blended Learning Flipped Classroom Model: An Experiment on Secondary School Students. International Research Journal of Management and Social Sciences, 4(3), 566-578.
Ahmad, M., Hussain, S., Mehmood, M. A., & Qahar, A. (2023). Learning Outcomes by Integrating Virtual Reality: An Experiment on Secondary School Students. International Research Journal of Management and Social Sciences, 4(4), 473-484.
Alabbasi, A. M. A., Paek, S. H., Kim, D., & Cramond, B. (2022). What educators need to know about the Torrance Tests of Creative Thinking: A comprehensive review. Frontiers in psychology, 13, 1000385.
Alam, A. (2022). Employing adaptive learning and intelligent tutoring robots for virtual classrooms and smart campuses: reforming education in the age of artificial intelligence. In Advanced computing and intelligent technologies: Proceedings of ICACIT 2022 (pp. 395-406). Singapore: Springer Nature Singapore.
Allam, H., Dempere, J., Akre, V., Parakash, D., Mazher, N., & Ahamed, J. (2023, May). Artificial intelligence in education: an argument of Chat-GPT use in education. In 2023 9th International Conference on Information Technology Trends (ITT) (pp. 151-156). IEEE.
Amelink, C. T., Grote, D. M., Norris, M. B., & Grohs, J. R. (2024). Transdisciplinary Learning Opportunities: Exploring Differences in Complex Thinking Skill Development Between STEM and Non-STEM Majors. Innovative Higher Education, 49(1), 153-176.
Amir, M., Hussain, S., & Muhammad, S. (2022). Identification of the need for teacher training at the primary school level. International Research Journal of Education and Innovation, 3(1), 165-176.
Apriyani, R., Ramalis, T. R., & Suwarma, I. R. (2019). Analyzing Students’ Problem Solving Abilities of Direct Current Electricity in STEM-Based Learning. Journal of Science Learning, 2(3), 85-91.
Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM education in secondary science contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2), 4.
Asunda, P. A. (2014). A conceptual framework for STEM integration into curriculum through career and technical education. Journal of STEM Teacher Education, 49(1), 4.
Bambang, S. A. (2022). The Comparison of STEM approach and SSCS Learning Model for Secondary School-Based on K-13 Curriculum: The Impact on Creative and Critical Thinking Ability. Revista de Educación a Distancia, 22(70), 1-26.
Bart, W. M., Hokanson, B., & Can, I. (2017). An investigation of the factor structure of the Torrance Tests of Creative Thinking. Educational Sciences: Theory and Practice, 17(2), 515-528.
Bart, W. M., Hokanson, B., Sahin, I., & Abdelsamea, M. A. (2015). An investigation of the gender differences in creative thinking abilities among 8th and 11th grade students. Thinking Skills and Creativity, 17, 17-24.
Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2022). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(11), 2919-2955.
Bowser, Z. (2023). Art History in STEAM: Integrating Art Historical Content and Pedagogy into High School Mathematics Curricula (Doctoral dissertation, Drew University).
Boya-Lara, C., Saavedra, D., Fehrenbach, A., & Marquez-Araque, A. (2022). Development of a course based on BEAM robots to enhance STEM learning in electrical, electronic, and mechanical domains. International Journal of Educational Technology in Higher Education, 19(1), 7.
Constantine, N. A., Jerman, P., Berglas, N. F., Angulo-Olaiz, F., Chou, C. P., & Rohrbach, L. A. (2015). Short-term effects of a rights-based sexuality education curriculum for high-school students: a cluster-randomized trial. BMC Public Health, 15, 1-13.
Costa, M. C., Domingos, A. M. D., Teodoro, V. D., & Vinhas, É. M. R. G. (2022). Teacher professional development in STEM education: An integrated approach with real-world scenarios in Portugal. Mathematics, 10(21), 3944.
Devi, K. S. (2019). Constructivist approach to learning based on the concepts of Jean Piaget and lev Vygotsky. the NCERT and no matter may be reproduced in any form without the prior permission of the NCERT, 44(4), 5-19.
Di, C., Zhou, Q., Shen, J., Li, L., Zhou, R., & Lin, J. (2021). Innovation event model for STEM education: A constructivism perspective. STEM Education, 1(1), 60-74.
Eugenijus, L. (2023). Integrating blended learning and STEM education: Innovative approaches to promote interdisciplinary learning. Research and Advances in Education, 2(9), 20-36.
Fang, Z. (2020, June). Review and Prospect of Research on Innovation Thinking at Home and Abroad. In Journal of Physics: Conference Series (Vol. 1549, No. 3, p. 032044). IOP Publishing.
Felder, R. M., & Brent, R. (2024). Teaching and learning STEM: A practical guide. John Wiley & Sons.
Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271-279.
Hafeez, A., Hussain, S., Muhammad, S., & Hussain, S. (2023). Effect of PEC Exams on Quality Education in Public and Punjab Education Foundation Funded Secondary Schools. International Research Journal of Management and Social Sciences, 4(3), 358-374.
Hamad, S., Tairab, H., Wardat, Y., Rabbani, L., AlArabi, K., Yousif, M., ... & Stoica, G. (2022). Understanding science teachers’ implementations of integrated STEM: Teacher perceptions and practice. Sustainability, 14(6), 3594.
Han, J., Kelley, T. R., Mentzer, N., & Knowles, J. G. (2021). Community of practice in integrated STEM education: A systematic literature review. Journal of STEM Teacher Education, 56(2), 5.
Hidayat, T., Susilaningsih, E., & Kurniawan, C. (2018). The effectiveness of enrichment test instruments design to measure students’ creative thinking skills and problem-solving. Thinking Skills and Creativity, 29, 161-169.
Hirnstein, M., Hugdahl, K., & Hausmann, M. (2019). Cognitive sex differences and hemispheric asymmetry: A critical review of 40 years of research. Laterality: Asymmetries of Body, Brain and Cognition, 24(2), 204-252.
Holt, D. (2022). Successful STEAM Schools with a Focus on Improving Innovation and Ideation: A Case Study (Doctoral dissertation, California State Polytechnic University, Pomona).
Hussain, S. (2021). Quality of Education in Public and Daanish Schools at Secondary Level. International Research Journal of Education and Innovation, 2(2), 160-169.
Hussain, S., Abbas, Q., & Ahmad, A. (2022). Comparative analyses of environmental risk management at secondary schools level in punjab and its effect on students’ academic achievement. International Research Journal of Education and Innovation, 3(4), 36-49.
Hussain, S., Ahmad, M. S., & Hussain, S. (2022). Relationship of teacher-student interaction, learning commitment and student learning comfort at secondary level. International Research Journal of Education and Innovation, 3(2), 156-169.
Hussain, S., Ahmad, M., Altaf, H. S., & Ahmad, M. F. (2022). Quality of Education in Public and Punjab Education Foundation Funded Schools at Secondary Level. Journal of Research & Reflections in Education (JRRE), 16(2).
Hussain, S., Ahmad, M., Ul Zaman, F., & Ahmad, A. (2023). Comparative Study of Administrators’ Supervisory Skills and Teachers’ Pedagogical Skills Towards Quality Education in Public and Punjab Education Foundation Funded Schools at Secondary Level. Journal of Education & Educational Development, 10(2).
Hussain, S., Hafeez, A., Zaman, F. U., & Seerat, S. S. (2023). Why Quality of Education is Low at the Secondary Level in Pakistan: A Group Discussion. International Research Journal of Management and Social Sciences, 4(4), 190-205.
Hussain, S., Zaman, F. U., Muhammad, S., & Hafeez, A. (2023). Analysis of the Initiatives taken by HEC to Implement Associate Degree Program: Opportunities and Challenges. International Research Journal of Management and Social Sciences, 4(3), 193-210.
Javed, H. (2024). Creating a Positive Workplace Culture: Diversity, Equity, and Inclusion Initiatives. In Innovative Human Resource Management for SMEs (pp. 367-394). IGI Global.
Kasza, P., & Slater, T. F. (2017). A survey of best practices and key learning objectives for successful secondary school STEM academy settings. Contemporary Issues in Education Research (CIER), 10(1), 53-66.
Kayan-Fadlelmula, F., Sellami, A., Abdelkader, N., & Umer, S. (2022). A systematic review of STEM education research in the GCC countries: Trends, gaps and barriers. International Journal of STEM Education, 9, 1-24.
Khalil, R. Y., Tairab, H., Qablan, A., Alarabi, K., & Mansour, Y. (2023). STEM-Based Curriculum and Creative Thinking in High School Students. Education Sciences, 13(12), 1195.
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.
Kousoulas, F., & Mega, G. (2009). Students’ divergent thinking and teachers’ ratings of creativity: Does gender play a role?. The Journal of Creative Behavior, 43(3), 209-222.
Le, H. C., Nguyen, V. H., & Nguyen, T. L. (2023). Integrated STEM approaches and associated outcomes of K-12 student learning: a systematic review. Education Sciences, 13(3), 297.
Lee, S., & Carpenter, R. (2015). Creative thinking for 21st century composing practices: Creativity pedagogies across disciplines. Across the Disciplines, 12(4), 1-24.
Leonard, J., Buss, A., Gamboa, R., Mitchell, M., Fashola, O. S., Hubert, T., & Almughyirah, S. (2016). Using robotics and game design to enhance children’s self-efficacy, STEM attitudes, and computational thinking skills. Journal of Science Education and Technology, 25, 860-876.
Lynch, S. J., Burton, E. P., Behrend, T., House, A., Ford, M., Spillane, N., ... & Means, B. (2018). Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components. Journal of Research in Science Teaching, 55(5), 712-748.
Millar, V. (2020). Trends, issues and possibilities for an interdisciplinary STEM curriculum. Science & Education, 29(4), 929-948.
Morrison, J., Roth McDuffie, A., & French, B. (2015). Identifying key components of teaching and learning in a STEM school. School Science and Mathematics, 115(5), 244-255.
Oberle, E., Schonert-Reichl, K. A., Lawlor, M. S., & Thomson, K. C. (2012). Mindfulness and inhibitory control in early adolescence. The Journal of Early Adolescence, 32(4), 565-588.
Papili, S. (2022). A Quantitative Correlational Study of Creative Thinking Level and Grade Point Average Among High School Students (Doctoral dissertation, Northcentral University).
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391.
Rasul, M. S., Zahriman, N., Halim, L., Rauf, R. A., & Amnah, R. (2018). Impact of integrated STEM smart communities program on students scientific creativity. Journal of Engineering Science and Technology, 13(11), 80-89.
Reilly, D., Neumann, D. L., & Andrews, G. (2022). Gender differences in self-estimated intelligence: Exploring the male hubris, female humility problem. Frontiers in psychology, 13, 812483.
Ren, F., Li, X., Zhang, H., & Wang, L. (2012). Progression of Chinese students’ creative imagination from elementary through high school. International Journal of Science Education, 34(13), 2043-2059.
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity research journal, 24(1), 92-96.
Said-Metwaly, S., Kyndt, E., & Van den Noortgate, W. (2020). The factor structure of the Verbal Torrance Test of Creative Thinking in an Arabic context: Classical test theory and multidimensional item response theory analyses. Thinking skills and creativity, 35, 100609.
Sarı, U., Alıcı, M., & Şen, Ö. F. (2018). The effect of STEM instruction on attitude, career perception and career interest in a problem-based learning environment and student opinions. The Electronic Journal for Research in Science & Mathematics Education, 22(1).
Sellami, A., Ammar, M., & Ahmad, Z. (2022). Exploring Teachers’ Perceptions of the Barriers to Teaching STEM in High Schools in Qatar. Sustainability 2022, 14, 15192. Rebuilding Education, 184.
Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International journal of STEM education, 4, 1-16.
Siekmann, G., & Korbel, P. (2016). Defining” STEM” Skills: Review and Synthesis of the Literature. Support Document 1. National Centre for Vocational Education Research (NCVER).
Singh, A. S., & Masuku, M. B. (2014). Sampling techniques & determination of sample size in applied statistics research: An overview. International Journal of economics, commerce and management, 2(11), 1-22.
So, W. W. M. (2023). Does computation technology matter in science, technology, engineering and mathematics (STEM) projects?. Research in Science & Technological Education, 41(1), 232-250.
Sulaeman, N. F., Putra, P. D., & Kumano, Y. (2022). Towards integrating STEM education into science teacher preparation programmes in indonesia: A challenging journey. In Concepts and Practices of STEM Education in Asia (pp. 237-252). Singapore: Springer Nature Singapore.
Suwandari, S., Ibrahim, M., & Widodo, W. (2019). Application of discovery learning to train the creative thinking skills of elementary school student. International Journal of Innovative Science and Research Technology, 4(12), 410-417.
Toraman, Ç., Özdemir, H. F., Aytuğ Koşan, A. M., & Orakçı, Ş. (2020). Relationships between cognitive flexibility, perceived quality of faculty life, learning approaches, and academic achievement.
Umar, Z., Hussain, S., Khan, I., & Perveen, F. (2023). Parents’ Involvement Effect on Students’ Academic Achievement and Quality Education in Public and Private Schools at Elementary Level. International Research Journal of Management and Social Sciences, 4(3), 400-411.
Umar, Z., Sadiqi, T., Hussain, S., & Qahar, A. (2023). Compare the Quality of Infrastructure on Student Outcomes in Public and Punjab Education Foundation Funded Schools at Secondary Level. International Research Journal of Management and Social Sciences, 4(4), 26-39.
Wahono, B., Lin, P. L., & Chang, C. Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), 36.
Wong, B., Chiu, Y. L. T., Murray, Ó. M., & Horsburgh, J. (2022). End of the road? The career intentions of under-represented STEM students in higher education. International Journal of STEM Education, 9(1), 51.