Learning chemistry through designing and its effectiveness towards inventive thinking

Abstract

Learning through designing is the latest innovation in science, technology, engineering, and mathematics teaching and learning in the 21st century. This study aims to identify the effectiveness of EkSTEMiT module in fostering inventive thinking in the subject of electrochemistry. EkSTEMiT module was tested through a quasi-experimental design method of nonequivalent pre- and posttests. A total of 63 students from four rural schools were involved in this study. Two schools were included in the treatment group (n=32), and two schools were included in the control group (n=31). The instrument used in this study was Inventive Thinking Questionnaire, which consists of adaptability and complexity management, self-regulation, curiosity, creativity, risk-taking, and higher-order thinking and reasoning subdomains. Analysis of MANOVA repeated measures showed no significant effect for group and time and no significant interaction effect between group and time on the level of students’ inventive thinking. Although EkSTEMiT module does not have a significant impact on the level of inventive thinking, it can have a particular impact on the teaching of innovative instructors and can subsequently increase interest in the subject of chemistry among students.