摘要：This study investigates the impact of an interdisciplinary STEM curriculum on the innovative thinking abilities of elementary school students. Employing a mixed-methods research design, the study compares an experimental group engaged
in an integrated STEM curriculum with a control group following a traditional curriculum. Quantitative data, collected through pre- and post-implementation assessments, indicate a significant enhancement in innovative thinking abilities among students in the experimental group. Qualitative data, derived from interviews and focus groups, reveal improvements in student engagement, problem-solving skills, and interdisciplinary learning experiences. The study discusses the implications of these findings, highlighting the advantages and challenges of interdisciplinary curriculum design. It concludes with recommendations for educational practice and suggestions for future research. Limitations of the study and the need for longitudinal research are also addressed.