Fostering Scientific Argumentation and Creative Scientific Ability in Science Learners through an Open-Ended Approach

This study examined the effects of an open-ended approach on scientific argumentation and creative scientific thinking among senior high school science students. Conducted with 40 Grade 12 STEM learners from Laguna State Polytechnic University – San Pablo Campus during the Second Semester of the Academic Year 2024–2025, the research aimed to compare students' pretest and post-test performances in these areas. Two main tools were used: a researcher-developed instrument based on the Claim-Evidence-Reasoning (C-E-R) framework to measure scientific argumentation and an adapted version of the Scientific Structure Creativity Model to assess creative scientific ability. Results showed significant improvements following the implementation of the open-ended approach. Students advanced notably in all components of scientific argumentation, particularly in reasoning, where 95% of them moved to higher proficiency levels. Likewise, students demonstrated substantial growth in creative scientific ability, particularly in flexibility, where the percentage of high-performing students increased from 2.5% to 45%. Statistical analysis using paired samples t-tests confirmed that all gains were significant (p < .001). Overall, the open-ended approach proved to be effective in promoting critical thinking and enhancing students’ capacity to reason with evidence and scientific creativity. The study recommends its integration into science education to foster scientifically literate and creative learners.