Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis
Abstract Scientific creativity is a critical component of science education, promoting innovative thinking and the ability to address complex, real-world challenges. Despite its importance, quantitative syntheses specifically examining the effects of scientific problem-solving approaches on fosterin...
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2025-08-01
|
| Series: | Disciplinary and Interdisciplinary Science Education Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s43031-025-00137-9 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849238226721570816 |
|---|---|
| author | Fredyrose Ivan Libosada Pinar Albert Andry E. Panergayo Richard R. Sagcal Dharel P. Acut Lydia S. Roleda Maricar S. Prudente |
| author_facet | Fredyrose Ivan Libosada Pinar Albert Andry E. Panergayo Richard R. Sagcal Dharel P. Acut Lydia S. Roleda Maricar S. Prudente |
| author_sort | Fredyrose Ivan Libosada Pinar |
| collection | DOAJ |
| description | Abstract Scientific creativity is a critical component of science education, promoting innovative thinking and the ability to address complex, real-world challenges. Despite its importance, quantitative syntheses specifically examining the effects of scientific problem-solving approaches on fostering scientific creativity are scarce. This meta-analysis addresses this gap by evaluating the impact of inquiry-based learning, problem-based learning, project-based learning, and STEM contexts on students’ scientific creativity. Using the PRISMA protocol, 19 studies were analyzed, revealing that PjBL and PBL produced the most substantial effects, with large effect sizes (g = 2.10 and g = 1.49, respectively), while STEM contexts and IBL demonstrated moderate positive impacts. These findings are interpreted within the scientific method, emphasizing critical stages such as problem definition, hypothesis formulation, experimentation, data analysis, and evaluation. The results suggest that these approaches effectively nurture scientific creativity by engaging students in interdisciplinary, real-world problem contexts that demand innovative solutions. However, the limited number of studies and potential publication bias present challenges to broader generalization. Future research should expand the evidence base and explore the integration of these approaches across diverse educational settings. This study contributes to the growing body of evidence supporting the role of scientific problem-solving approaches in cultivating scientific creativity, offering valuable insights for educators and curriculum developers. |
| format | Article |
| id | doaj-art-636a24d977a4402db9079ee943dc8262 |
| institution | Kabale University |
| issn | 2662-2300 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Disciplinary and Interdisciplinary Science Education Research |
| spelling | doaj-art-636a24d977a4402db9079ee943dc82622025-08-20T04:01:42ZengSpringerOpenDisciplinary and Interdisciplinary Science Education Research2662-23002025-08-017111710.1186/s43031-025-00137-9Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysisFredyrose Ivan Libosada Pinar0Albert Andry E. Panergayo1Richard R. Sagcal2Dharel P. Acut3Lydia S. Roleda4Maricar S. Prudente5Department of Science Education, Br. Andrew Gonzalez FSC College of Education, De La Salle UniversityDepartment of Science Education, Br. Andrew Gonzalez FSC College of Education, De La Salle UniversityDepartment of Science Education, Br. Andrew Gonzalez FSC College of Education, De La Salle UniversityCollege of Education, Cebu Technological UniversityDepartment of Science Education, Br. Andrew Gonzalez FSC College of Education, De La Salle UniversityDepartment of Science Education, Br. Andrew Gonzalez FSC College of Education, De La Salle UniversityAbstract Scientific creativity is a critical component of science education, promoting innovative thinking and the ability to address complex, real-world challenges. Despite its importance, quantitative syntheses specifically examining the effects of scientific problem-solving approaches on fostering scientific creativity are scarce. This meta-analysis addresses this gap by evaluating the impact of inquiry-based learning, problem-based learning, project-based learning, and STEM contexts on students’ scientific creativity. Using the PRISMA protocol, 19 studies were analyzed, revealing that PjBL and PBL produced the most substantial effects, with large effect sizes (g = 2.10 and g = 1.49, respectively), while STEM contexts and IBL demonstrated moderate positive impacts. These findings are interpreted within the scientific method, emphasizing critical stages such as problem definition, hypothesis formulation, experimentation, data analysis, and evaluation. The results suggest that these approaches effectively nurture scientific creativity by engaging students in interdisciplinary, real-world problem contexts that demand innovative solutions. However, the limited number of studies and potential publication bias present challenges to broader generalization. Future research should expand the evidence base and explore the integration of these approaches across diverse educational settings. This study contributes to the growing body of evidence supporting the role of scientific problem-solving approaches in cultivating scientific creativity, offering valuable insights for educators and curriculum developers.https://doi.org/10.1186/s43031-025-00137-9Scientific creativityScientific methodScientific problem-solvingMeta-analysisScience educationLearning interventions |
| spellingShingle | Fredyrose Ivan Libosada Pinar Albert Andry E. Panergayo Richard R. Sagcal Dharel P. Acut Lydia S. Roleda Maricar S. Prudente Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis Disciplinary and Interdisciplinary Science Education Research Scientific creativity Scientific method Scientific problem-solving Meta-analysis Science education Learning interventions |
| title | Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis |
| title_full | Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis |
| title_fullStr | Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis |
| title_full_unstemmed | Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis |
| title_short | Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis |
| title_sort | fostering scientific creativity in science education through scientific problem solving approaches and stem contexts a meta analysis |
| topic | Scientific creativity Scientific method Scientific problem-solving Meta-analysis Science education Learning interventions |
| url | https://doi.org/10.1186/s43031-025-00137-9 |
| work_keys_str_mv | AT fredyroseivanlibosadapinar fosteringscientificcreativityinscienceeducationthroughscientificproblemsolvingapproachesandstemcontextsametaanalysis AT albertandryepanergayo fosteringscientificcreativityinscienceeducationthroughscientificproblemsolvingapproachesandstemcontextsametaanalysis AT richardrsagcal fosteringscientificcreativityinscienceeducationthroughscientificproblemsolvingapproachesandstemcontextsametaanalysis AT dharelpacut fosteringscientificcreativityinscienceeducationthroughscientificproblemsolvingapproachesandstemcontextsametaanalysis AT lydiasroleda fosteringscientificcreativityinscienceeducationthroughscientificproblemsolvingapproachesandstemcontextsametaanalysis AT maricarsprudente fosteringscientificcreativityinscienceeducationthroughscientificproblemsolvingapproachesandstemcontextsametaanalysis |