The Effect of Phenomena-Based Education on Developing Lateral Thinking Skills Among Science Students

This study examines the effect of phenomena-based education (PhenoBE) on the development of lateral thinking skills (LTS) among eighth-grade students in science education. It utilized a quantitative research design to evaluate the effects of PhenoBE on students’ LTS. The sample comprised sixty-four...

The International Journal of Science, Mathematics and Technology Learning

Common Ground Research Networks