This study designed an instrument which would illuminate that atmosphere which is most favorable to the creative process. Analysis of classroom verbal interaction was executed from tape recordings of 44 science sessions, representing 11 fifth grade science classes from five widely separated and diversified schools in the Houston area. A 42-item verbal interaction analysis category scale oriented toward creativity was implemented. Creative activities were identified according to the following criteria: 1) the expression by the student, of an idea which the teacher did not present; 2) expressed preoccupation with an idea or preoccupation with an idea or problem; 3) a statement or contribution which clarifies or summarizes the ideas of the teacher or fellow student; 4) the expressed desire to explore a problem or project beyond current knowledge or classroom material; 5) the expression of an idea which relates classroom discussion to unmentioned or unsolved problems, or vice versa; and 6) penetrating questioning. Nineteen of the 42 verbal interaction categories were defined as dialogue categories. Both the creativity criteria and the dialogue categories were found to be directly related to the occurrence of creative contributions in the sample classes. A 29-item bibliography and appendixes are included. (Author/MJM)