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Background: Scientific interest and creativity have become increasingly important outcomes of science education, yet research examining their interrelationships in the context of constructivist pedagogy remains limited. Objective: This study investigates the relationship between scientific interest, scientific creativity, and academic achievement in biology among secondary school students and examines whether the 5E constructivist approach enhances these variables compared to traditional instruction. Method: A quasi-experimental design with pretestposttest comparisons was used with 300 students (150 experimental, 150 control). Instruments included the Scientific Creativity Test (Beqer Mehdi), a researcher-developed Scientific Interest Inventory, and an Achievement Test in Biology. Data were analyzed using ANCOVA, correlation, and multiple regression. Results: The 5E approach significantly enhanced scientific interest, F (1, 297) = 76.24, p < 0.001, η² = 0.20, with improvements in all four sub-dimensions: content interest, activity interest, career interest, and utility interest. Moderate positive correlations were found between creativity and achievement (r=0.52), interest and achievement (r=0.48), and creativity and interest (r=0.45). Both creativity (β=0.35) and interest (β=0.32) significantly predicted achievement, together explaining 34% of the variance. The 5E approach was equally effective for boys and girls. Conclusion: The 5E constructivist approach enhances scientific interest and achievement with scientific creativity playing a significant mediating role. The findings underscore the interconnectedness of cognitive, affective, and creative outcomes in science learning and support the adoption of constructivist pedagogies that address multiple dimensions of student development.