Abstract:

Today’s curricula adopts approaches that are believed to contribute to the training of advanced, selective and productive individuals with high-level thinking skills. One of these is the problem-making approach. In this approach, even included in primary mathematics teaching programs, students can make changes to the given problems or create new problems themselves. This approach, in which many studies have been done on the mathematics discipline, is not used in the science teaching that contains algorithmic numerical problems such as mathematics. This lack was taken into account in this study, with the class teacher candidates who have acquired the knowledge of problem-making in the Basic Mathematics course and the problem-making studies in the Science Teaching course were carried out and the impact of the practices on the creative thinking skills of the candidates was tried to determine. The study, which used the one-group predest-sontest model, carried out various problems with the candidates and they were evaluated in the class environment. The "Creative Thinking Skills Scale" applied before and after applications was developed by Whetton and Cameron in 2002 and adapted to the Turkish by Aksoy in 2004. In this study, the internal consistency ratio is Cronbach Alfa. Comparing the average of the test scores taken from the scale calculated as 72, it was found that the candidates had a significant increase in their creative thinking skills. Based on this conclusion, it can be stated that when the approach to problem-making is used in the teaching of science, it is effective in the development of the creative thinking skills of individuals and that this approach should be taken into account in the teaching of science.