Project-Based Learning and Creative Thinking among Secondary School Students
DOI:
https://doi.org/10.63345/Keywords:
Project-Based Learning, Creative Thinking, Secondary School Students, Experiential Learning, Collaborative Learning, Problem-Solving SkillsAbstract
Project-Based Learning (PjBL) is increasingly used in secondary education to move students from passive content reception toward inquiry, design, collaboration, and production of meaningful learning artifacts. This study investigates whether the creative benefits of PjBL can be strengthened when project work is supported by structured digital ideation, iterative peer feedback, and process-level learning analytics. A key research gap is that much of the existing literature evaluates creativity primarily through pre–post scores or final project products, providing limited evidence about how creative thinking develops during successive stages of a project. To address this limitation, the proposed study conceptualizes creative thinking as a dynamic process represented through fluency, flexibility, originality, elaboration, and iterative improvement. A quasi-experimental framework is designed for secondary school students completing interdisciplinary sustainability-oriented projects under conventional instruction and digitally supported PjBL conditions. In addition to standardized creativity tasks and expert-rated project artifacts, digital process traces are proposed for measuring idea generation, revision behavior, peer-feedback uptake, and conceptual diversity.
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