Creativity in STEM Education is now widely recognized as an essential 21st century skill, which can be fostered through innovative pedagogy. This study therefore examines the effect of Science-Technology-Society (STS) Approach on creativity in Environmental Conservation Concept among secondary school biology students in Zaria, Kaduna State. The design is quasi-experimental, specifically the non-equivalent pretest, posttest, control group design. A sample of 105 SS2 students from two schools was used for the study. Schools were purposively sampled from 28 public Schools in Zaria Education Zone. Students’ Creativity Assessment Test (SCAT) was adapted and used for data collection. Three null hypotheses were formulated to guide the study and were tested using ANCOVA at P < 0.05 level of significance. Results obtained revealed that students exposed to STS Instructional Approach, exhibited significantly higher level of creativity than those taught concept environmental conservation using Lecture Method. There is no significant difference in the creativity level of male and female students in the experimental group. Gender and treatment were found not to have any significant interaction effects on students’ level of creativity. On the basis of these findings, the study advocated for the teaching of Biology for creativity through innovative strategies like STS Approach.