Main Article Content
The purpose of this study is the comparative investigation of the creative achievements of fourteen first graders (n=14) of a primary school of Attica. Students were given the Torrance Tests of Creative Thinking in Form A (pretest) after the end of the emergency remote teaching duration of two and a half months and in Form B (post-test) one and a half month after the return to the face-to-face teaching, which evaluates the mental characteristics of fluency, originality, elaboration, abstractness of titles and resistance to premature closure. The results showed that the students were more creative in the activities given to them after the intervention of face to face teaching, compared to their performance just after the end of the emergency remote teaching. This research is an incentive for further study, in order to obtain a more complete picture of whether the nature of teaching affects students’ creative expression and how the academic field should evolve into this new educational status quo.