Incorporating creativity in science and mathematics teaching

Although creativity constitutes part of 21st century skills, realizing a curriculum that emphasizes creativity in science and mathematics appears to be a challenge. In this study, we investigate how lower secondary science and mathematics teachers understand the concept of creativity, how it can be promoted, and what hinders creativity in schools. Eight teachers were involved in the study, and their views were investigated through group interviews. It was revealed that teachers adopt three perspectives pertaining to how creativity can be fostered in the classroom: the nature of tasks and how they are presented and organized, the need for background knowledge, and the requirement of a supportive classroom environment. A major concern for teachers was how creativity could form part of the assessment process, since assessment systems influence what occurs in the classroom. Further, school cultures that emphasize objectivity and documentability tend to result in teachers prioritizing convergent thinking and the reproduction of knowledge, preventing the inclusion of creativity in teaching. The core values and principles for learning stated in the new curriculum introduced in Norway in 2020 include that students should experience the joy of creating, engagement, and the urge to explore. The results indicate that assessment dilemmas are the main obstacles in the realization of these intentions.