From modelling to scientific creativity: enhancing gifted students’ scientific creativity in mathematics through modelling-centred project-based learning with rotational roles

This study examines the effects of modelling-centred project-based learning with rotational roles on students’ scientific creativity and inquiry-oriented thinking in mathematics. While modelling and project-based approaches are widely used in STEM education, their effectiveness remains inconsistent, partly due to the lack of structured mechanisms that guide students’ engagement in complex cognitive processes. To address this gap, the study proposes an integrated instructional approach that combines modelling-centred learning with rotational role-based collaboration. A quasi-experimental pre-test–post-test control group design was employed with 111 gifted secondary school students in Kazakhstan. The experimental group engaged in modelling-based project work organised through rotating roles (problem poser, model developer, analyst, presenter), while the control group received traditional instruction. In the control group, students studied the same mathematical content within the same instructional timeframe as the experimental group. Instruction was based on a traditional teacher-centred approach, including explanation of concepts, demonstration of procedures, and individual task completion using textbook-based exercises. Students primarily worked on structured problems with predetermined solution methods and did not engage in open-ended modelling tasks, collaborative group work, or role-based activities. The amount of instructional time was comparable across groups, ensuring that differences in learning outcomes could be attributed to the organisation of the learning process rather than differences in content or exposure. The results indicate that the proposed approach enhances students’ scientific creativity, with effects varying depending on baseline performance. In contrast, no significant differences were found between groups in inquiry-oriented thinking, although both groups demonstrated improvements over time. Correlation analysis revealed that participation in modelling roles was strongly associated with creativity outcomes, particularly for the problem poser role, while associations with inquiry skills were weak and less consistent. These findings suggest that structured participation within the modelling cycle plays a critical role in fostering scientific creativity, but may be insufficient on its own to support the development of inquiry-oriented thinking. The study contributes to STEM education research by highlighting the importance of pedagogical mechanisms that organise students’ engagement in modelling processes and by proposing rotational roles as a practical strategy for structuring collaborative learning.