Developing critical and creative thinking skills through STEAM integration in chemistry learning

Abstract

This paper describes a second year of two-year of longitudinal study of the integration of Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning in secondary schools in which the importance of critical and creative thinking skills were explored. The study involved 76 students of Year 11 from two secondary schools in Indonesia. The STEAM integration was implemented in the teaching of acid and base through a project-based learning model. The research employed a qualitative approach to explore the integration of STEAM in chemistry, students’ critical and creative thinking skills development. Data were collected through observations, interviews, reflective journals, critical and creative thinking skills assessment. The students develop their STEAM projects by integrating chemistry concepts with STEAM principles. The study results were analyzed based on the pattern themes found in different data sources. It showed that students developed creativity and critical thinking skills. The study faced challenges of STEAM integration with chemistry concepts, empowering teachers, engaging students, and managing time and resources. The integration of STEAM provided the opportunities for students in chemistry learning engagement and several areas of thinking skills development in relation to the current curricula objectives.