Abstract

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 students categorized into two equal groups—the experimental and control groups—each containing thirty-two students. The experimental group was taught the course using PhenoBE instruction, while the control group followed traditional instruction. The study was conducted over four weeks, during which both groups received instruction in science focused on developing their LTS. The pre–post-tests were used to collect data, which was analyzed using descriptive and inferential statistics such as independent t-tests and analysis of covariance. The study findings revealed that the experimental group had greater significant improvement in their LTS compared with the control group in the essential components of lateral thinking, including generating new perceptions, concepts, ideas, alternatives, and creativity. Overall, this study provides empirical evidence that using PhenoBE in science education positively affects the development of students’ LTS. It highlights the importance of incorporating PhenoBE in science teaching and underscores the need for further research in this area.