There is a demand to nurture scientific creativity in science education. This paper proposes that the relevant conceptual infrastructure with which to teach scientific creativity is often already included in philosophy of science courses, even those that do not cover scientific creativity explicitly. More precisely, it is shown how paradigm theory can serve as a framework with which to introduce the differences between combinational, exploratory, and transformational creativity in science. Moreover, the types of components given in Kuhn’s disciplinary matrix are argued to indicate a further subdivision within transformational creativity that makes explicit that this most radical type of creativity that aims to go beyond and thus to transform the current paradigm can take many different directions. More generally, it is argued that there are several synergies between the topic of scientific creativity and paradigm theory that can be utilized in most philosophy of science courses at relative ease. Doing so should promote the understanding of scientific creativity among students, provide another way to signify the relevance of paradigm theory, and more strategically be a way of reinforcing the place of philosophy of science in science education.

科学教育需要培养科学创造力。本文提出，教授科学创造力的相关概念基础设施通常已经包含在科学哲学课程中，即使是那些没有明确涵盖科学创造力的课程。更准确地说，它展示了范式理论如何作为一个框架来介绍科学中组合、探索和转换创造力之间的差异。此外，库恩的学科矩阵中给出的组成部分类型被认为表明了转型创造力中的进一步细分，这表明这种旨在超越并从而改变当前范式的最激进的创造力可以采取许多不同的方向。更普遍，有人认为，科学创造力主题与范式理论之间存在多种协同作用，可以相对轻松地用于大多数科学哲学课程。这样做应该会促进学生对科学创造力的理解，提供另一种表示范式理论相关性的方式，并且更有策略地成为加强科学哲学在科学教育中的地位的一种方式。