Abstract:

Creativity refers to the production of original and new ideas. Researchers have long considered it the privilege of genius people. The history of science signals many discoveries that bear the imprint of the scientist's creativity.

Science is a great contributor to the understanding of the world and cultural development. In today's society, it is considered a discipline that students need to study during school, whether or not they will pursue science-related careers. As a result, the school curriculum values the study of science and is concerned with its effective teaching.

Teachers' opinion on students' creativity and the need for their development has been the subject of numerous researches. Little research, however, concerns the relationship between creativity and science teaching and learning.

This study presents the results of an investigation aimed at exploring teachers' views on creativity, creative student profile and teachers' creative interventions in teaching natural sciences. The tool used was a questionnaire applied online. 123 respondents participated in the research.

The majority of respondents agreed that creativity can be developed in every person and every subject of study. Teachers said they feel ready to help their students educate their creativity and this is an important goal for them.

Among the difficulties identified in developing students' creativity are: lack of appropriate teaching skills, many workloads, insufficient time and rigidity of the curriculum. It should be noted, however, that respondents do not consider creative teaching of natural sciences a particular concern for them. We attribute this to the above-mentioned difficulties, with reference to the development of students' creativity, but also to the non-heuristic approaches used by the teacher in the teaching process.

Keywords:

Creativity, science, teachers' views, development.