Özet:

The purpose of this study is the 6th. It is the determination of the problem-making creativity of classmates and the identification of the relationship between the problem-making creativity and the problem-making self-capacity. To identify the students’ self-capacity about problem-making, the problem-making self-capacity scale is applied, the problem-making creativity is not structured, the problem-making work is carried out. The study found that the students’ flexibility, fluency, originality and overall problem-making creativity were quite low, and their self-capacity to problem-making was high. There is no statistically meaningful relationship between the students’ problem-making skills and the fluidity of the problems they set up.

Özet:

The aim of this study is to determine the problem posing creativity and reveal the relationship between problem-posing creativity and problem-posing self-efficacy of primary school 6th grade students. The Problem Posing Self-Efficacy Scale was used to determine the students' self-efficacy towards problem posing and unstructured problem posing activities were conducted in order to determine students' creativity towards problem posing. As a result of the study, it was seen that the flexibility, fluency, originality and general problem posing creativity of the students in problem posing were quite low, and their self-efficacy for problem posing was high. There was no statistically significant relationship between students' problem posing self-efficacy and the fluency of the problems they posed.

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