Creative methods in STEM for secondary school students: Systematic literature review

Nurin Nuha binti Zakeri 1, Riyan Hidayat 1 * , Nur Atikah binti Mohd Sabri 1, Nurul Fashihah binti Yaakub 1, Kayshalini S Balachandran 1, Nurul Izzah binti Azizan 1

Contemporary Mathematics and Science Education, Volume 4, Issue 1, Article No: ep23003

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Science, technology, engineering, and mathematics (STEM) are recognized as critical subjects that underlie innovation and national prosperity. Through inquiry-based learning, STEM subjects contribute to the development and application of these abilities. Therefore, the main purpose of this research is to explore type of creative methods in STEM for secondary school students. Articles from 2017 till 2021 screened and analyzed using systematic literature review (SLR) and PRISMA protocol. Three online search engines used are Springer, Scopus, and Science Direct. The thematic analysis method is used to analyze the data. A total of 22 articles were chosen for the systematic analysis after being screened using the eligibility requirements. Result showed that the creative teaching methods involving STEM used in the current study were a problem and project-based learning, mathematical modelling, inquiry-based learning, design-based learning, tool-based pedagogy, student-centered learning, 5E instructional model, professional development, board games and role-play, STEM 7E-learning cycle and boundary-crossing. From twenty-two articles chosen, 77% used qualitative approach in existing literature of creative thinking. Our findings indicated that the distribution of STEM education in different countries such as Australia, Germany, Indonesia, Malaysia, Spain, and the US. At the end, STEM in mathematics education gives a positive out-turn overall.



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