EFFECTIVENESS OF DESIGN THINKING-BASED CHEMISTRY INSTRUCTION ON CONCEPT APPLICATION AND PROBLEM-SOLVING SKILLS AMONG SECONDARY SCHOOL STUDENTS

The growing emphasis on 21st-century skills in science education requires teaching approaches that extend beyond traditional lecture-based instruction. Chemistry, often
regarded as abstract and challenging, demands strategies that promote meaningful understanding and practical application. This study investigates the effectiveness of
integrating design thinking into high school chemistry instruction to enhance students’ concept application and problem-solving skills. A quasi experimental pre-test–post-test control group design was employed with 60 secondary school students divided into experimental and control groups. The experimental group received instruction based
on design thinking principles, while the control group followed conventional teaching methods. Data collected through a researcher-developed achievement test revealed a
significant improvement in the performance of students exposed to design thinkingbased instruction. The findings suggest that integrating design thinking enhances
conceptual understanding and strengthens higher-order thinking skills in chemistry
education