Assessing science teaching practices to foster creativity: a study with portuguese teachers

This study aimed to assess how frequently creativity-oriented teaching strategies are used in science education and how are those related to teachers’ creativity. The participants were 123 teachers from diverse school clusters in Portugal. Data were collected using the Science Teaching Practices Scale (STPS), which was developed for the purposes of this study. Participants also completed the Creative Personality Scale (CPS) and the Creativity Fostering Teacher Index (CFTIndex). Confirmatory factor analysis, using the weighted least squares mean and variance adjusted (WLSMV) estimator, was conducted. The four-factor model, comprising (a) multimodal reading and comprehension, (b) scientific communication and writing, (c) creative thinking and inquiry, and (d) hands-on science, demonstrated an acceptable fit to the data. Overall, teachers reported frequent use of science teaching practices, particularly those related to teaching core concepts, interpreting information from multiple sources, and encouraging oral communication. In contrast, STEAM activities, scientific writing, and student-designed experiments were used less frequently. Hands-on activities were common, especially those based on textbook materials. The hands-on science dimension showed the weakest correlations with teachers’ creative personality and creativity-fostering behaviours. These findings highlight the diversity of science teaching practices and suggest that different teaching approaches may differ in their alignment with the promotion of creativity.