Creativity has become an increasingly important competence in today's rapidly changing times. It is a central aspect of social development, but it is hardly discussed in schools and often neglected in the natural sciences. In order to promote creativity in science teaching in a targeted way, it is important to understand the perspectives and views of prospective teachers on this topic. For this purpose, a qualitative cross-sectional study was conducted with 83 German chemistry student teachers at the beginning and at the end of their study programme. We used concept maps and questionnaires to characterize changes in students’ perspective on creativity in the chemistry classroom during their course of study. The quantitative analysis of the concept maps and the content analysis of student's proposition revealed similarities and differences in students’ perspective on creativity between beginners and advanced student. All student teachers showed a diverse range of conceptions and views on creativity in general and in the context of chemistry education. Furthermore, almost all of the students had a positive attitude towards creativity and its integration in chemistry lessons. Although, there are no large differences in the perspective on creativity from beginner to advanced student teachers, subtle differences in students’ perspectives revealed that advanced students had a more sophisticated perspective on fostering creativity in students in their prospective classrooms.

中文翻译：

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比较初学者和高级化学学生教师对创造力的看法–它是否在化学课堂中发挥作用？

在当今瞬息万变的时代，创造力已成为越来越重要的能力。它是社会发展的中心方面，但是在学校中很少讨论，在自然科学中经常被忽略。为了有针对性地促进科学教学中的创造力，重要的是要了解准教师在该主题上的观点和看法。为此，在学习计划的开始和结束时，对83名德国化学专业的学生进行了定性的横断面研究。我们使用概念图和问卷来表征学生在学习过程中化学课堂中学生对创造力的看法的变化。概念图的定量分析和学生的内容分析 该命题揭示了初学者和高年级学生在创造力方面的异同。所有学生教师在化学教育的总体和整体上都表现出对创造力的不同观念和观点。此外，几乎所有学生都对创造力及其在化学课中的融合持积极态度。尽管从初学者到高级教师在创造力方面的看法并没有很大差异，但学生观点的细微差异表明，在发展预期的教室中，高级学生对于培养学生的创造力有着更为复杂的观点。所有学生教师在化学教育的总体和整体上都表现出对创造力的不同观念和观点。此外，几乎所有学生都对创造力及其在化学课中的融合持积极态度。尽管从初学者到高级教师在创造力方面的看法并没有很大差异，但学生观点的细微差异表明，在发展预期的教室中，高级学生对于培养学生的创造力有着更为复杂的观点。所有学生教师在化学教育的总体和整体上都表现出对创造力的不同观念和观点。此外，几乎所有学生都对创造力及其在化学课中的融合持积极态度。尽管从初学者到高级教师在创造力方面的看法并没有很大差异，但学生观点的细微差异表明，在发展预期的教室中，高级学生对于培养学生的创造力有着更为复杂的观点。