Developing a STEM Learning Model Based on the Fermentation Process to Promote 21st Century Skills and Creativity of Science Teacher Students

This study employed a research and development approach to develop a STEM-based instructional model grounded in the fermentation process for preservice science teachers due to examine its effects on 21st century skills, creative thinking, and attitudes toward science. Participants consisted of 26 third-year biology majors enrolled in a food microbiology course, selected through purposive sampling. The study adopted a one-group pretest-posttest experimental design. Research instruments included STEM-based lesson plans, a 21st century skills assessment, a creative thinking assessment, and an attitude toward science questionnaire. Quantitative data were analyzed using mean, standard deviation, and the Wilcoxon signed-ranks test, while qualitative data were analyzed through content analysis. The results indicated that the STEM-based instructional model significantly improved all learning outcomes examined in this study (p < 0.001). Post-intervention results revealed a statistically significant improvement in students' 21st century skills, particularly in information, media, and technology skills (Z = - 4.49). Regarding creative thinking, fluency demonstrated the greatest statistical improvement (Z = - 4.90). Furthermore, students' attitudes toward science showed a significant positive shift from a low level to the highest level (Z = - 4.76). These findings demonstrate the effectiveness of the fermentation-based STEM learning approach in promoting comprehensive learning development among preservice science teachers. The findings suggest that integrating authentic scientific contexts such as fermentation into STEM-based instruction can effectively enhance essential competencies for preservice teachers in higher education, particularly in developing 21st century skills, creativity, and positive attitudes toward science.