Integrating creativity into science classes may pave the way to tapping complex scientific phenomena. Although not yet conclusively defined nor assessed using standardized measures, creativity is understood to support cognitive learning in formal and informal settings. However, the successful integration of creativity in educational modules depends on many factors. As our knowledge of how to identify these factors is still limited, teachers may have difficulties effectively monitoring and fostering creativity. Consequently, a valid means to measure creativity would help teachers to identify creativity and its influencing factors within the limited scope of science lessons. In the present study, we collected data from 538 Bavarian secondary school students (M ± SD = 16.96 ± 2.99; 65.4%, female) focussing on personality and creativity measures. Comparable to previous studies, two subscales for creativity were applied: act, comprising conscious and adaptable cognitive processes, and flow, describing a creative mental state of full immersion. Since personality is understood to be linked to creativity, we used the Big Five scale with its shortened item battery to assess personality. We found that personal characteristics such as conscientiousness and flow, openness and agreeableness, and extraversion and neuroticism were significantly correlated. Anticipated gender and age differences were only evident when extreme groups were compared: age influenced act in younger male students and flow in older female students. Drawing on the literature and our results, we suggest pedagogical approaches to provide opportunities for creativity in science classrooms.

将创造力融入科学课程可能为挖掘复杂的科学现象铺平道路。尽管尚未确定性地定义或使用标准化的方法进行评估，但可以将创造力理解为支持正式和非正式环境中的认知学习。然而，创造力在教育模块中的成功整合取决于许多因素。由于我们对如何识别这些因素的知识仍然有限，教师可能难以有效监控和培养创造力。因此，衡量创造力的有效方法将有助于教师在有限的科学课程范围内识别创造力及其影响因素。在本研究中，我们收集了 538 名巴伐利亚中学生的数据（M ± SD = 16.96 ± 2.99；65.4％，女性）侧重于个性和创造力测量。与之前的研究相比，创造力的两个分量表被应用：行为，包括有意识和适应性的认知过程，以及流动，描述完全沉浸的创造性心理状态。由于人们认为个性与创造力有关，因此我们使用大五项量表及其缩短的项目组来评估个性。我们发现了个人特征，如责任心和流动性、开放性和宜人性、外向性和神经质。显着相关。仅当比较极端群体时，预期的性别和年龄差异才明显：年龄影响年轻男学生的行为和年长女学生的流动。根据文献和我们的结果，我们建议采用教学方法为科学课堂的创造力提供机会。