Developing Students' Creative Thinking Skills Through Project- Based Activity

This article provides a theoretical analysis of the issue of developing students’ creative thinking skills through project-based activity. Based on Bloom’s taxonomy, Guilford’s theory of divergent thinking, and Robinson’s concept of creative education, the criteria for determining the impact of project-based activity on creative thinking are identified. A comparative analysis of traditional and project-based methods is carried out according to the levels of Bloom’s taxonomy. The research findings theoretically substantiate that project-based activity is 3–8 times more effective than the traditional method at the higher levels of Bloom’s taxonomy, namely analysis, evaluation, and creation.