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Creative-critical thinking skills are two things that are inseparable. Critical-creative thinking skill is a skill demanded in the 21st century to survive in facing the world change. Creative-critical thinking skill is very important for pre service teachers. This will affect the ability to think of their students, especially in terms of processing, assessing, taking information, and making decisions. Creative thinking skill in the learning process can be stimulated by using Socrates' questions because chemistry is closely related to life problems while thinking creatively uses chemical representation. Socrates questions and chemical representations can be implemented simultaneously in the learning process. Chemical concepts are generally abstract, so they need to be comprehensively or comprehensively understood. The chemical concept is between phenomenology, abstraction, macroscopic, and microscopic so that a bridge is needed through chemical representation. Chemical representation has the meaning of recalling the mind through images or imagination or symbolizing in an explanation. The purpose of this literature review is to describe the importance of questions of Socrates and chemical representation to stimulate the creative-critical thinking skills of chemistry teacher pre service. Based on this review, it is concluded that socratic question and chemical representation can stimulate creativecritical thinking skill of chemistry pre service teachers. Keywords—stimulation, socrates' questions, chemical representation, creative-critical thinking

Creative-Critical Thinking Stimulation of Pre Service Teachers by Socratic Questions and Chemical Representation