Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based STEM approaches. Such knowledge could provide relevant information for education training institutions on how to influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data on teachers’ perceptions were captured through surveys, interviews, open-ended questions and classroom discussion before and at the end of the workshop. Study findings showed that STEM professional development workshops can provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to teaching science in their schools.

This research aims to determine whether Problem-Based Learning (PBL) helps in fostering scientific creativity among fifth graders. Students’ scientific creativity (SC) was investigated in the product dimensions of (a) solving scientific problems, (b) understanding scientific phenomena, (c) advancement in scientific knowledge, and (d) improvisation skills with a technical product. A pre-test and post-test single group experimental design was employed. Pre-test measures on SC were administered to 232 fifth graders. Students participated in PBL hands-on activities that required solving open-ended problems. After these were completed, post-test measures on SC were assessed. Students' reactions to the PBL experience were also recorded. The results of paired sample t-tests showed significant differences in all product dimensions of SC, except in the understanding of scientific phenomena. Further analysis found significant differences among the creativity traits of fluency, flexibility and originality in each product dimension of SC, except in the originality in the advances of scientific knowledge. Students felt that the PBL activities were easy, fun, and interesting as well as a practical way of gaining and advancing science knowledge. Students also found their participation in sharing ideas in cooperative learning groups inspired them to be more creative. This research suggests that the PBL activities have a positive impact in fostering student’s SC in science lessons. Key words: creative traits, fifth graders, problem-based learning, product dimension, scientific creativity.

The aim of this study was to determine whether Van Hiele's 5 phase-based tangrams activities could help to foster creativity among Grade Three primary school students. Students' creativity was investigated in terms of Torrance's Figural Test of creative thinking: Fluency, Originality, Elaboration, Abstractness of title, and Resistance to a premature closure. The study further examined students' responses to learning experience in tangram activities. A pre-test and post-test single group experimental design was employed in the study. This research design involved assessment on the students' creativity based on the figural constructing task which was implemented prior and subsequent to the intervention. A total of 144 Grade Three students took part in the study. The students learned Two-dimensional geometry and Symmetry through the Van Hiele's 5 phases of learning using tangram. The intervention took place for 3 hours. Paired samples t-tests which compared the mean scores of pre-and post-figural test were computed to determine if a significant difference existed. The results showed that there were significant differences in mean scores between pre-and post-figural test. The in-depth analysis about the five dimensions of Torrance's creativity found that the applied intervention was only significant in improving students' elaboration, no significant changes in students' fluency and abstractness of title, and significant dropping performance in originality and resistance to premature closure. Generally, students felt that the tangram activities had provided an opportunity for them to think creatively. In conclusion, this study shows that the tangram, when integrated with van Hiele's five Phases of learning is able to foster student's creativity in geometric lessons.