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 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.