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Are STEM Students Creative Thinkers?

Christabel Borg Preca1, Leonie Baldacchino2, Marie Briguglio3

  • 1Department of Public Policy, University of Malta, MSD2080 Msida, Malta.

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Summary
This summary is machine-generated.

Studying Science, Technology, Engineering, and Mathematics (STEM) is linked to higher creativity in secondary students. Engagement and enjoyment in STEM subjects positively predict creative thinking, even when controlling for other factors.

Keywords:
21st century skillsSTEMcreativitydivergent thinkingsecondary education

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Curriculum Studies

Background:

  • Growing interest in STEM education and creativity as essential 21st-century skills.
  • Limited research exists on the STEM-creativity link in secondary education, with mixed findings.
  • This study addresses the gap by investigating the association between STEM engagement and creativity in adolescents.

Purpose of the Study:

  • To determine the extent to which studying STEM subjects is associated with enhanced creativity in secondary school students.
  • To analyze the predictive power of STEM subject exposure and enjoyment on creativity levels.
  • To control for confounding variables such as age, gender, parental education, and creative activity participation.

Main Methods:

  • Utilized a pre-existing dataset of approximately 400 Maltese students (aged 11-16).
  • Measured STEM engagement through optional subject choices and favorite subject identification.
  • Assessed creativity using Divergent Thinking performance on Alternate Uses Tests.
  • Employed correlation and regression analyses to examine relationships and predictive effects.

Main Results:

  • A strong positive correlation was found between STEM engagement and creativity levels.
  • Both exposure to and enjoyment of STEM subjects significantly and positively predicted creativity.
  • These positive associations remained significant after controlling for age, gender, parental education, and participation in creative activities.

Conclusions:

  • STEM education appears to foster creativity in secondary school students.
  • Findings support integrating STEM subjects to cultivate transversal skills like creativity.
  • Results offer valuable insights for curriculum development and 21st-century educational strategies.