<![CDATA[Despite increasing attention to technology-integrated STEM learning in teacher education, limited studies have examined how artifact-based project learning reveals pre-service chemistry teachers’ creative thinking in designing media for abstract chemistry concepts. This study explored pre-service chemistry teachers’ creative thinking in integrated Technological Pedagogical Content Knowledge–Science, Technology, Engineering, and Mathematics learning through teaching aid development. A descriptive-exploratory design involved 12 master’s students in chemistry education. Data were collected using a student perception questionnaire, open-ended responses, documentation, and analysis of three artifacts: TyndallScope, Guess Who? Periodic Table Educational Game, and Chromatography Chamber Guide. Quantitative data were analyzed descriptively, while qualitative data were examined through artifact analysis and thematic interpretation. The results showed perceptions, with the highest mean scores in creativity (M = 4.35; SD = 0.48), relevance of integrated learning (M = 4.29; SD = 0.32), and usefulness of technology (M = 4.25; SD = 0.41). Artifact analysis showed that creative thinking was represented through originality, usefulness, flexibility, and elaboration. The products demonstrated learning innovation through colloid visualization, game-based periodic table reasoning, and guided chromatography inquiry. These findings indicate that artifact-based project learning can make creative pedagogical thinking visible and provide a meaningful context for instructional media design among pre-service chemistry teachers.]]>
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