[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591887-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591887-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","creative-problem-solving-and-creativity-product-in-stem-education","Creative Problem-Solving and Creativity Product in STEM Education","","A study compares junior high students’ creative problem-solving ability and the quality of their creative products in STEM education, emphasizing the engineering design process. Using a one-group repeated measures experimental design with 72 students, the research applies a creative problem-solving competency test and a creative product quality evaluation form. Data are analyzed with mean, standard deviation, and repeated measures ANOVA. Results show statistically significant improvements after instruction, with high creative problem-solving ability and good product quality.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/creative-problem-solving-and-creativity-product-in-stem-education/591887/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/creative-problem-solving-and-creativity-product-in-stem-education/591887.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study on STEM education?","Question",{"text":63,"@type":64},"To study and compare students’ creative problem-solving ability and the quality of their creative products before, during, and after STEM learning with an emphasis on the engineering design process.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research design and participants were used?",{"text":68,"@type":64},"The study uses an experimental One-Group Repeated Measures design with 72 junior high school students.",{"name":70,"@type":61,"acceptedAnswer":71},"How were student outcomes measured and analyzed?",{"text":72,"@type":64},"A creative problem-solving competency test and an evaluation form for creative product quality were used, and results were analyzed using mean, standard deviation, and repeated measures ANOVA.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591887,1792167069,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Creative Problem-Solving and Creativity Product in STEM Education  \nJakkrit Puchongprawet  \nChulalongkorn University, Thailand, [jakkrit.p@chula.ac.th](jakkrit.p@chula.ac.th)  \nPornthep Chantraukrit  \nChulalongkorn University, Thailand, [pornthep.ch@chula.ac.th](pornthep.ch@chula.ac.th)  \nThis research aims to study and compare students’ creative problem-solving ability and the quality of students’ creative products before, during and after the study in STEM education with the emphasis on the engineering design process. This research is an experimental One-Group Repeated Measures design, with the target groups being 72 junior high school students. The data collection tools used are 1) a creative problem solving competency test with a validity of .817 and 2) an evaluation form for the quality of creative products with a validity of .993. The data were analysed using arithmetic mean, standard deviation and repeated measures ANOVA. The research findings are as follows: 1) The difference between students’ creative problem-solving ability measured after the study and their creative problem-solving ability measured during the first and second study as well as before the study was statistically significant at the level of .05, with the level of ability being high; and 2) the difference between the quality of students’ creative products after the study and that during the first study and before the study was significantly significant at the level of .05,. The quality of the products was good.  \nKeywords: creative problem-solving ability, creative products, STEM education, engineering design process, science education  \nINTRODUCTION  \nSTEM education covers learning activities that wholly integrate science, technology, engineering and mathematics and is applicable in daily life. It creates a network of learning experiences that students can draw from and apply them in life in a practical way. This concept was first introduced to the K-12 education system in the U.S. (Dejarnette, 2012) . It helps students achieve STEM literacy by 1) raising their awareness of the roles science, technology, engineering and mathematics play in modern society 2) familiarizing themselves with basic concepts and 3) gaining the ability to apply knowledge in a practical way. In addition, STEM education encourages students to become problem solvers and innovators and equips STEM personnel with the ability to change the country in a positive way in the future (Honey, Pearson, & Schweingruber, 2014: 33-34)  \nThe “E” in STEM education stands for engineering, as in the engineering design process, which encompasses design, planning, problem solving under constraints or according to criteria (e.g. time, money, material quality production capacity and environmental impacts) (Honey, Pearson, & Schweingruber, 2014: 14) . There were many proposed models for the engineering design process, but the one that can be properly utilized in education was developed by the University of Colorado at Boulder, the U.K., which proposed a seven-step model for the engineering design process. It comprises 1) ask (in which one makes sense of the problem under various constraints and identify needs and design limitations), 2) research (aggregate data and information from difference sources), 3) imagine (develop the most plausible solution), 4) plan (analyse and compare each concept and constraint as well as previous studies and pick the best approach to problem solving), 5) create (create  \nCitation: Puchongprawet, J., & Chantraukrit, P. (2022) . Creative problem-solving and creativity product in STEM  \neducation. Anatolian Journal of Education, 7(2), 135-142. [https://doi.org/10.29333/aje.2022.7211a](https://doi.org/10.29333/aje.2022.7211a)  \na prototype or model), 6) test (test and evaluate the solutions or the product’s efficacy by testing it) and 7) improve (make the work better and discuss ways to improve problem-solving methods or the product itself by revising or redesigning (TeachEn","cbCaiscAPJBzc3t5","https://ap.wps.com/l/cbCaiscAPJBzc3t5","pdf",336188,"English","# Introduction\n## Engineering design process in STEM education\n## Creative problem-solving components\n## Evaluation dimensions for creative products","[{\"question\":\"What is the main purpose of the study on STEM education?\",\"answer\":\"To study and compare students’ creative problem-solving ability and the quality of their creative products before, during, and after STEM learning with an emphasis on the engineering design process.\"},{\"question\":\"What research design and participants were used?\",\"answer\":\"The study uses an experimental One-Group Repeated Measures design with 72 junior high school students.\"},{\"question\":\"How were student outcomes measured and analyzed?\",\"answer\":\"A creative problem-solving competency test and an evaluation form for creative product quality were used, and results were analyzed using mean, standard deviation, and repeated measures ANOVA.\"}]","Creative Problem-Solving and Creativity Product in STEM Education | PDF",1792073408]