Fostering creativity as a 21st century skill through stem : a policy perspective

Abstract

Creativity is the generation of novel and useful ideas (Amabile et al., 1996) that are communicated (Rhodes, 1961) and are contextually relevant (El Murad and West, 2004). This dissertation argues that creativity can be fostered through STEM. This is a non-traditional view which contradicts several empirical studies arguing either that creativity is dominant in the arts or that there is no difference in creativity between arts and science students. The association between STEM and creativity can provide a significant contribution to policy, as creativity can be fostered through existing curricula and adjustments in pedagogies and practice. Embedded within Rhodes’ 4 Ps theoretical framework, a regression analysis was performed with a sample of 400 secondary school students, followed by a thematic analysis which adds depth to the results by identifying the main themes tackled in STEM education policy and education for the 21st century. The study identified a significant positive relationship between study of STEM (either as Option or Favourite) and creativity as measured through the Divergent Thinking tests. This supports the argument that creativity can be nurtured through the study of STEM, this relationship can be exploited further through deeper and wider engagement. This can be achieved through a holistic policy building on ecosystem and network models.