#4239. Chinese Science Education through Inquiry-Based Learning in the Post-Pandemic Era: Enhancing Creativity Problem-Solving Skills

October 2026publication date
Proposal available till 20-05-2025
4 total number of authors per manuscript5500 $

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Journal’s subject area:
Education
Developmental and Educational Psychology;
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Abstract:
This research examines the effectiveness of integrating inquiry-based learning into the Chinese higher education system, with a particular emphasis on enhancing students creative problem-solving skills. A total of 229 first-year students from the Faculty of Politics and Healthcare Services participated in the study. They were randomly divided into a control group (n=119), which utilized conventional teaching methods, and an experimental group (n=112) receiving instructions based on inquiry and problem-solving approaches. To establish the researchs credibility, an extensive methodology and metrics for expert assessment were formulated. The experimental phase was extended for six months, enabling a thorough evaluation of the potential effects of the proposed approach. An additional three months were allocated for students in both the control and experimental groups to engage in problem-solving tasks and receive evaluations from experts, who assessed proficiency in problem-solving through video recordings in a virtual classroom. The findings revealed that the experimental group consistently outperformed the control group in various domains related to creative problem-solving. Significant differences were observed across scales such as originality, flexibility, complexity, creative thinking, analytical skills, collaboration, communication, risk-taking, resourcefulness, practicality, and overall score (p = 0.00).
Keywords:
Chinese higher education; creative problem-solving; creativity; inquiry-based learning; scientific education

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