Exploring Scientific Creative Cognitive Processes in Integrated STEM PBL for Sustainable Development Education

Abstract

In the context of 21st-century education, fostering creativity is essential for equipping learners with the skills necessary for innovation and problem-solving. This study investigates the effects of the Integrated Science, Technology, Engineering, and Mathematics–Problem-Based Learning (I-STEM-PBL) approach on students’ Cognitive Processes Associated with Creativity (CPAC) in science education. Using a quantitative descriptive survey design, the study explores core components of creative cognition, including idea manipulation, sensory engagement, flow, metaphorical and analogical thinking, idea generation, and incubation. A total of 38 secondary-level students participated, selected through total enumeration sampling. The CPAC scale and I-STEM-PBL modules served as the primary instruments. Findings reveal that the I-STEM-PBL approach promotes sensory-rich, immersive learning experiences that enhance students' ability to form complex mental models. Participants demonstrated heightened engagement and cognitive "flow," as well as improved metaphorical and analogical reasoning, enabling flexible and diverse approaches to problem-solving. Notably, a qualitative shift in idea generation was observed, emphasizing both the quantity and diversity of ideas. Although some changes were statistically insignificant, suggesting variability in intervention impact and individual student response, the study offers valuable insights into the potential of I-STEM-PBL to nurture creativity in science education.