Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis
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| Publicat a: | Disciplinary and Interdisciplinary Science Education Research vol. 7, no. 1 (Dec 2025), p. 18 |
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| Altres autors: | , , , , |
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Springer Nature B.V.
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1186/s43031-025-00137-9 |2 doi | |
| 035 | |a 3236322434 | ||
| 045 | 2 | |b d20251201 |b d20251231 | |
| 100 | 1 | |a Pinar, Fredyrose Ivan Libosada |u Br. Andrew Gonzalez FSC College of Education, De La Salle University, Department of Science Education, Manila, Philippines (GRID:grid.411987.2) (ISNI:0000 0001 2153 4317); De La Salle Medical and Health Sciences Institute, Dasmariñas City, Philippines (GRID:grid.411987.2) | |
| 245 | 1 | |a Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Problem solving | ||
| 653 | |a Pedagogy | ||
| 653 | |a Students | ||
| 653 | |a Design of experiments | ||
| 653 | |a Teaching methods | ||
| 653 | |a Collaboration | ||
| 653 | |a Scientific method | ||
| 653 | |a Interdisciplinary aspects | ||
| 653 | |a Data analysis | ||
| 653 | |a 21st century | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Innovations | ||
| 653 | |a Hypotheses | ||
| 653 | |a Science education | ||
| 653 | |a Knowledge | ||
| 653 | |a Creativity | ||
| 653 | |a Critical thinking | ||
| 653 | |a Problem based learning | ||
| 653 | |a Creative process | ||
| 653 | |a Educational Practices | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Creative Thinking | ||
| 653 | |a Active Learning | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Innovation | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Experiments | ||
| 653 | |a Educational Objectives | ||
| 653 | |a Scientific Concepts | ||
| 653 | |a Evidence Based Practice | ||
| 653 | |a Science Instruction | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Interdisciplinary Approach | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Inquiry | ||
| 653 | |a Educational Strategies | ||
| 700 | 1 | |a Panergayo, Albert Andry E. |u Br. Andrew Gonzalez FSC College of Education, De La Salle University, Department of Science Education, Manila, Philippines (GRID:grid.411987.2) (ISNI:0000 0001 2153 4317); Laguna State Polytechnic University, College of Teacher Education, San Pablo City, Philippines (GRID:grid.461130.1) | |
| 700 | 1 | |a Sagcal, Richard R. |u Br. Andrew Gonzalez FSC College of Education, De La Salle University, Department of Science Education, Manila, Philippines (GRID:grid.411987.2) (ISNI:0000 0001 2153 4317) | |
| 700 | 1 | |a Acut, Dharel P. |u Cebu Technological University, College of Education, Cebu City, Philippines (GRID:grid.448743.8) (ISNI:0000 0004 0566 6629) | |
| 700 | 1 | |a Roleda, Lydia S. |u Br. Andrew Gonzalez FSC College of Education, De La Salle University, Department of Science Education, Manila, Philippines (GRID:grid.411987.2) (ISNI:0000 0001 2153 4317) | |
| 700 | 1 | |a Prudente, Maricar S. |u Br. Andrew Gonzalez FSC College of Education, De La Salle University, Department of Science Education, Manila, Philippines (GRID:grid.411987.2) (ISNI:0000 0001 2153 4317) | |
| 773 | 0 | |t Disciplinary and Interdisciplinary Science Education Research |g vol. 7, no. 1 (Dec 2025), p. 18 | |
| 786 | 0 | |d ProQuest |t Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3236322434/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3236322434/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3236322434/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |