Strategies in promoting creative thinking skills in science classroom: A systematic review
Strategies in promoting creative thinking skills in science classroom: A systematic review

Summary/Abstract: There is an abundance of studies investigating the effects of teaching strategies on promoting students' creative thinking skills. However, most of the teaching strategies only focus on divergent thinking as a sub-skill to promote creative thinking among secondary school students. Besides, no systematic review has been carried out to propose a teaching strategy and approach that focus on three creative thinking sub-skills namely associative thinking, visual thinking and divergent thinking. Hence, to achieve this research objective, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were used. This research systematically review forty articles obtained from seven electronic databases: Web of Science, Scopus, EBSCOhost, ProQuest, Taylor & Francis, Google Scholar, and Google. These articles were traced from 2010 until 2022. This research found that the majority of these articles highlighted digital storytelling as a project-based learning teaching strategy that can be used to promotes these three creative thinking sub-skills. In addition, the review also found that the science scenario task-orientation was the predominant approach taken to incorporate students' creative thinking skills in the science classes. Overall, the contribution of this research has identifies project-based digital storytelling with science scenario approach as a comprehensive teaching strategy that can promote students' creative thinking skills in secondary science classes.

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