Exploratory Factor Analysis of Scientific Creativity Constructs in STEM-Based Product Design

Scientific creativity is a vital component of STEM-based product design, combining scientific understanding with innovative thinking to address real-world challenges. This study assesses the validity and reliability of an instrument to measure teachers’ self-perception of scientific creativity in teaching product design. A pilot study involving 118 Design and Technology (D&T) teachers in Malaysia used a 32-item Likert-scale instrument involving five constructs: scientific knowledge (applying scientific concepts in functional design), fluency (generating multiple design ideas), flexibility (adapting to diverse strategies), originality (creating unique solutions), and imagination (mentally visualizing innovative design possibilities). Exploratory Factor Analysis showed strong reliability, with Cronbach’s alpha of 0.961 and valid loadings for 32 items, explaining 67.32 percent of total variance. The framework supports innovation, rapid prototyping, and usercentered design. Future work should explore social and economic influences, develop re-skilling initiatives, and enhance teacher and parent roles in nurturing creativity. Further validation using Rasch analysis and Confirmatory Factor Analysis is recommended to strengthen its application across broader educational settings.