A Comparison of Scientific Creativity and Learning Achievement of Matthayosuksa 1 Students Studying “Heat Transfer” in The Learning Area of Science between Using Project – Based Learning and Stem Project – Based Learning

Abstract

The purposes of this research were to 1) compare students’ scientific creativity before and after learning using project-based learning (PBL), 2) compare students’ scientific creativity before and after learning using STEM project-based learning (STEM-PBL), 3) compare students’ scientific creativity after learning using PBL and STEM-PBL, and 4) compare students’ learning achievement after learning using PBL and STEM-PBL. The sample group was Mathayomsuksa 1 students from Saritdidet School, consisted of 2 classrooms in which there were 30 students per each, gathering from multi-stage random sampling. The research instruments were PBL learning units, STEM-PBL learning units, a scientific creativity test, and a learning achievement test. The data were analyzed by means, standard deviation, t test for dependent and t test for independence.

The results of this research were as follows: 1) the scientific creativity of the students taught by PBL was higher than the pre-test at the statistically significant level of .01, 2) the scientific creativity of the students taught by STEM-PBL was higher than the pre-test at the statistically significant level of .01, 3) There was no statistically significant difference of a scientific creativity between students taught by PBL and those by STEM-PBL, and 4) There was no statistically significant difference of a learning achievement between students taught by PBL and those by STEM-PBL. These findings also reflected that both PBL and STEM-PBL could be effective learning approach for promoting   scientific creativity and  learning achievement in science.