Abstract
This research was conducted to evaluate the scientific imagination of Grade 10 students from one Malaysian rural secondary school that adopted the integration of the imagination process in an Engineering Design Process (EDPI) through an outreach program in STEM. Three stages of scientific imagination process were evaluated: initiation, dynamic adjustment, and virtual implementation. A total of 50 students aged 16 participated in a 10-hour program, which engaged them in designing and building two different prototypes. Data on students’ scientific imagination were captured through a pre-test and post-test, and teachers’ field notes based on focus group interviews and observations. The results of paired sample t-tests showed significant differences in all three stages of scientific imagination process, except in the brainstorming of the initiation stage. The findings reveal that students required both personal experience and social or environment interactions in order to progress from the initiation stage to the virtual implementation stage. The findings also suggested that the EDPI approach is able to create a supportive environment for fostering scientific imagination among rural secondary school students. Keywords: engineering design process, scientific imagination, STEM.
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