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Manama, AGU: The Arabian Gulf University (AGU) recently discussed a study on integrating STEAM (Science, Technology, Engineering, Arts and Mathematics) educational approach in schools, in order to develop divergent thinking and emotional creativity among students.
The study was conducted by researcher Ahmed Al Busaeedi, who calculated the impact of implementing the STEAM approach on divergent thinking and emotional creativity of seventh grade students in Oman (66 students).
Mr. Al Busaeedi’s study divided the sampled students onto two groups of 33 students, applying the educational approach on one group and comparing the results with its counterpart.
The results of the statistical analysis showed that there were significant differences in the abilities of divergent thinking (fluency) between the two groups post application of the STEAM approach.
The results also showed that there are statistically significant differences in the degrees of post application on the abilities of emotional creativity, such as readiness, novelty, competence and originality between the two groups, in favour of the experimental group.
According to the researcher, this indicates the effectiveness of the presented training programme in developing the abilities of divergent thinking and emotional creativity among seventh-grade students in Oman.
Mr. Al Busaeedi recommended the introduction of STEAM approach topics and teaching strategies in the curricula of teacher preparation and conducting the necessary training workshops based on developments in the STEAM approach.
He also called for training students in thinking processes and working on their development through training them on critical questions, discovery processes, investigation and the use of engineering designs in the educational process and in early stages.
The study also highlighted the importance of directing specialists to pay attention to the factors and components of emotional creativity among school students, providing an appropriate educational environment that supports creativity and instructing schools to focus on classroom and extra-curricular activities that would develop divergent thinking and emotional creativity among pupils.
The virtual discussion panel was headed by Dr Fatima Al Jassim and co-supervised by Dr Huda Al Hindal, while Dr Ahmed Al Abbasi was the internal examiner and Dr Ali Mahdi Kadhim was the external examiner.
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