Impact of Science Process Skills on the Scientific Creativity of Secondary School Students

This study examines the impact of science process skills on the scientific creativity of secondary school students. The ultimate goal is to promote lifelong learning and critical thinking skills among secondary school students, empowering them to engage in scientific inquiry, problem-solving, and innovation. Science process skills such as observation, classification, measurement, communication, inference, and prediction are fundamental to scientific inquiry and exploration. Scientific creativity has three major components namely fluency flexibility originality However, their precise influence on fostering scientific creativity remains relatively underexplored, particularly within the secondary school context. Preliminary findings suggest a positive correlation between mastery of science process skills and levels of scientific creativity among secondary school students. Specifically, students who demonstrate higher proficiency in observation, classification, measurement, communication, inference, and prediction tend to exhibit greater creativity in formulating hypotheses, designing experiments, and generating novel solutions to scientific problems. Moreover, qualitative analyses reveal the nuanced ways students leverage these process skills to engage in divergent thinking, critical analysis, and conceptual synthesis during scientific inquiry. fostering a supportive learning environment that encourages exploration, experimentation, and reflection, educators can empower students to develop a deeper appreciation for the scientific method and its inherent creative potential.