Creativity development through problem-based informal science: the case of double exceptionality students

  1. Orozco Gómez, Martha Lucia 1
  2. Toma, Radu Bogdan 1
  3. Merino, Maria 2
  1. 1 Universidad de Burgos

    Universidad de Burgos

    Burgos, España


  2. 2 Asociación Autismo Burgos
Teaching-Learning Contemporary Physics

Publisher: Springer

ISSN: 2662-8422

ISBN: 9783030787196

Year of publication: 2021

Pages: 251-261

Type: Book chapter

DOI: 10.1007/978-3-030-78720-2_17 GOOGLE SCHOLAR lock_openOpen access editor


Cited by

  • Scopus Cited by: 0 (08-09-2023)
  • Dimensions Cited by: 0 (17-04-2023)


(Data updated as of 17-04-2023)
  • Total citations: 0
  • Recent citations: 0
  • Field Citation Ratio (FCR): 0.0


The development of students’ creativity is a critical objective of reform-based science curricula. This study describes an after-school program, called TECNOArtea, designed for the development of double exceptionality students’ creativity through problem-based learning (PBL) science sessions. Subsequently, the results of a 10-week pilot study are presented. Overall, the findings are positive, revealing that when compared to a wait-list control group, treatment students’ creativity significantly improved following participation in the program. This outcome supports the effectiveness of problem-based informal science programs for the development of creativity in students diagnosed with double exceptionality.