摘要：This study is based upon a self-assessment scale completed by 36 pre-service science teachers attending the faculty of education of a university in Turkey, and their replies to an open-ended question asked to 24 of them who were randomly selected. Pre-service science teachers were asked to complete a “Self-assessment of creativity” self report and asked an open-ended question on how to define scientific creativity. The study aims to examine pre-service science teachers’ self-assessments of creativity and definitions of scientific creativity.
