Abstract
The purpose of this study was to explore creativity in the domain of physics and, specifically, its relation to fluency of responses (divergent thinking) and type of task. Fifty-four university students were pretested on their knowledge of relevant physics concepts. They then were asked to solve 3 ill-defined problems representing different types of tasks. The appropriate responses given to each problem were evaluated as to their number (fluency) and frequency (originality). Task-specific components were found to influence creativity independently and to moderate the effects of general factors such as fluency of responses. Efforts to predict and facilitate creativity in educational settings, therefore, also must take into account the way creativity is manifested within particular domains and the constraints that different types of tasks may impose.
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