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 21<sup>st</sup> 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 post-tests. 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.

Computational Thinking Through the Engineering Design Process in Chemistry Education

“…The most recent and effective teaching and learning strategy for developing 21st-century skills, such as creativity, effective communication, collaboration, and critical thinking, is learning by design. In the classroom, the concept of learning through design is implemented so that students can generate ideas and create design artifacts, such as digital games (Osman & Lay, 2022;Weitze, 2014), simulations (Chongo et al, 2021;Samad & Osman, 2017), and robotics (Winarno et al, 2020). EDP is practiced in the classroom to assist students design artifacts in a systematic manner.…”