INQUIRY-BASED STEM LEARNING TO ENHANCE MATHEMATICAL CREATIVE THINKING ON THREE-DIMENSIONAL GEOMETRIC FIGURES FOR GRADE 6 STUDENTS
DOI:
https://doi.org/10.14456/nrru-rdi.2023.11Keywords:
STEM Education, Mathematical Creative Thinking, Three-Dimensional geometric figuresAbstract
Inquiry-based stem learning that inspire creativity in the research's participants. The objectives were to research the principles and effects of inquiry-based instruction based on the STEM education method that promotes mathematical creativity in Pathomsuksa 6 students' understanding of three-dimensional geometry. The target group comprised 18 Pathomsuksa 6 learners in a specific target group who took part in a lesson plan based on STEM education, learning reflection, activity sheets, workpieces, and cutting-edge tests that have been approved by three experts. The data was collected through workshops that took place in the classroom for 16 hours. using statistics to compute percentages and content analysis, triangulation, and data analysis to analyze the data. The results indicated that directions for inquiry-based instruction built on STEM education were beneficial for assisting instructors in developing challenging real-life scenarios that were combined with STEM education. The circumstances in which resources should be used to achieve the best possible student work are chosen by the teacher. According to the results of the study on mathematical creativity, the majority of students were able to increase their creativity in the development of unique ideas, the production of a variety of concepts, and the assessment and improvement of concepts, respectively. Having more creativity skills of students.
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