Background:

High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing cre ativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies.

Method:

A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a 12-week PBL unit focused on designing a video game using block-based program ming through Scratch. The second intervention (N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based ro bot. Both interventions used strategies for creative-thinking development. The sample includ ed high-ability students from 8 to 12 years of age.

Results:

Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants’ creativity.

Conclusions:

This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students.

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