<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Siew, N. M.</style></author><author><style face="normal" font="default" size="100%">Sufirman Arifin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOSTERING CREATIVE THINKING IN ENTREPRENEURSHIP AMONG RURAL STUDENTS THROUGH SOCIO-SCIENTIFIC ISSUES AND DESIGN THINKING INTEGRATION IN SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">creative thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">design thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">entrepreneurship</style></keyword><keyword><style  face="normal" font="default" size="100%">rural secondary schools</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific issues approach</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1740921682.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Previous studies have demonstrated that the socio-scientific issue approach (SIA) and design thinking (DT) can inspire creative thinking in science learning. However, the way in which the integration of SIA and DT fosters creative thinking in entrepreneurship (CTE) among rural secondary school students during science learning remains unclear. To address this gap, a learning module was developed to explore this integration and examine its implementation challenges. A qualitative research design, using a case study approach with purposive sampling, was employed. Individual semi-structured interviews were conducted with nine tenth-grade students from three rural secondary schools in Tawau, Sabah, Malaysia. Students shared their perspectives on the implementation and challenges of the SIA-DT learning module. The interview findings suggest that students believe the SIA-DT method fosters CTE, despite some persistent challenges. This approach has the potential to enhance holistic thinking, critical thinking, transformative learning, systematic inquiry, creative problem-solving, value-based reasoning, strategic planning, and market-driven innovation. Overall, the SIA-DT method shows promise in shaping the next generation of creative entrepreneurs among rural secondary school students.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">169-186</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sufirman Arifin</style></author><author><style face="normal" font="default" size="100%">Siew, N. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATION OF SOCIOSCIENTIFIC APPROACH AND DESIGN THINKING: AN ENTREPRENEURIAL CREATIVE THINKING MODULE FOR STEM EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">design thinking model</style></keyword><keyword><style  face="normal" font="default" size="100%">entrepreneurial creative thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">module development</style></keyword><keyword><style  face="normal" font="default" size="100%">socioscientific issue approach</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1697653334.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study was conducted to i) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIA-DT), and ii) assess its effects on the entrepreneurial creative thinking (ECT) in STEM education. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. A 5-point Likert scale questionnaire and the ECT test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIA-DT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach's alpha reliability of .92. The ECT Module's feasibility was substantiated by a mean score of 4.71. The results of the independent-sample t-test prove that there is a significant difference in the post-test for students in the SIA-DT group compared to the control group in ECT and five constructs of ECT. In conclusion, these findings demonstrate that the ECT Module is valid, reliable, and feasible in STEM education and that it is effective in enhancing students' ECT.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">767-780</style></section></record></records></xml>