Project-Based Learning Materials to Enhance Creative Thinking in Grade 7 Science

This study explores teachers’ perceptions of student creativity across key dimensions, including divergent thinking, originality, flexibility, elaboration, problem-solving, knowledge creation, and affective engagement. The research employed a quantitative survey design, involving all 12 Science 7 teachers from selected schools in the Schools Division of Laoag City. Data were analyzed to assess the validation of intervention materials and evaluate teachers’ observations of student creativity. Findings revealed neutral to moderately positive perceptions, with teachers noting student’s strengths in brainstorming and enthusiasm for creative tasks, but identified challenges in sustained elaboration, originality, and adaptive problem-solving. These results align with existing literature highlighting the importance of structured pedagogical support, such as project-based learning (PBL), open-ended tasks, and multimodal creative opportunities. Moreover, materials were found to be effective, engaging, and aligned with the Science 7 curriculum, with high credibility and acceptability among experts, despite minor suggestions for improvement. While project-based learning fosters student engagement, its integration—particularly in promoting creative thinking—is hindered by challenges such as rigid curriculum structures, limited instructional time, lack of resources, and student’s low reading comprehension skills. The study recommends integrating PBL with iterative feedback, encouraging risk-taking, and incorporating real-world challenges to strengthen creative cognition. By identifying gaps and opportunities in creativity development, this research offers practical strategies for educators and underscores the need for further investigation into long-term approaches for nurturing creativity in classroom settings.