Creativity in Chemistry Education

Creativity in Chemistry Education

Creativity in chemistry lessons and at extracurricular learning sites - studies on problem discovery skills and divergent thinking.


Creativity is an important competence that is becoming increasingly important in professional fields such as natural sciences, technology and computer science. Therefore, it is important to foster the creativity of future workers at an early age. Extracurricular learning venues offer the opportunity for students to work freely and self-determined on a research project. For this, the participants of these extracurricular activities need creative skills. Within the framework of the doctoral thesis, different extracurricular learning venues such as student laboratories or science competitions such as Jugend forscht e.V. were investigated with regard to their creative potential in the form of problem discovery skills and divergent thinking and compared with the results of students in the control group of the formal learning venue. In total, the dissertation comprises three studies. The first two studies deal with science competitions such as Schüler experimentieren and Jugend forscht. The evaluation shows gender-specific differences in the state and national competitions of Jugend forscht e.V., as well as in state competitions of "Schüler experimentieren" participants compared to the control group. In the studies on the "Schüler experimentieren" competitions, in addition to the gender-specific difference, differences are also visible with regard to the academic background of the parents and with regard to previous participation in competitions. The third study on the development of the ability to discover problems and divergent thinking shows that accompanying and professional support at extracurricular places of learning represents a promotion of the creative potential of certain groups of pupils.

Published works:

Müller, S. & Pietzner, V. (2021). Development of school laboratory participation over a period of six months: a case study of aspects of divergent thinking and problem discovery. International Journal of Physics and Chemistry Education, 13(1), https://doi.org/10.51724/ijpce.v13i1.133

Müller, S. & Pietzner, V. (2020). Evaluation Divergent Thinking of a German Science Competition. Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part 152/11, pp. 1231-1240. Bologna: ALMA MATER STUDIORUM - University of Bologna.

Müller, S., & Pietzner, V. (2020). Comparative Study of Divergent Thinking among Participants in a German Science Competition and Pupils in a Control Group. Eurasia Journal of Mathematics, Science and Technology Education, 16(10), https://doi.org/10.29333/ejmste/8408

Müller, Swantje; Pietzner, Verena (2019). Investigating divergent thinking in formal and out-of-school learning settings. In C. Maurer (Eds.), Science education as a basis for professional and social participation. Society for Didactics of Chemistry and Physics, Annual Meeting in Kiel 2018.

(Changed: 2021-09-09)