Abstract:

This study is aimed at studying the relationship of problems-based studies with creativity in geometry. For this purpose, the problems created by students have been studied in terms of creativity components and the study of whether the work involving problem-making has an impact on the creativity of students. The study included 78 students studying in the seventh grade in a state school. Experimental methods from quantitative research methods have been applied to study whether the problems they have done in geometry have an impact on their creativity. The independent variable of research is the problem-building work; the dependent variable is the levels of creativity. The Torrance Creative Thought Test was implemented in order to identify the levels of creativity of the participants. The problems the students set up were studied in terms of creativity while the components of fluency, flexibility and innovation were looked at. Among the findings obtained, geometry-based problems have not been performed high in their creativity analysis. However, the average score in the Torrance Creative Thought Test forms made a significant difference in the positive direction, both formally and verbally, compared to the final test score. As a result, it is understood that problem-making activities create an opportunity for students to improve their creativity.

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