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The purpose of this study was to investigate the creativity levels of hands on and technology based materials prepared by preservice primary school social sciences teachers in the “Instructional Technology and Material Development”course. In addition, aptitude of the students about their own creativiiesy and their materials were determined.The sample of this study consisted of 180 preservice teachers. Inductive content analysis was used for the qualitative data. On the other hand, the sub levels of creativity of hands on and technology based materials prepared by 40 students were determined by the opinions of the experts. Results of the study indicated that preservice teachers' hands on materials were more creative and original than their technology based materials. In addition, the codes mostly used by the students were the purpose, design and research, suitability and availability to the student level, and clearity. Summary The purpose of this study was to investigate the creativity levels of hands on and technology based materials prepared by the preservice primary school teachers in the “Instructional Technology and Material Development” course. This study also aimed to determine the perceptions of the student teachers' about the materials they produced. Sub problems of the study were: 1.How were the preservice teachers' perceptions about hands on and technology based materials? 2.How were the hands on and technology based materials prepared by the preservice teachers are relevant to sub dimentions of creativity? Method In this study, the data were collected in qualitative ways. Interviews and the material files were used for this purpose. The study was conducted in Zonguldak Karaelmas University, Ereğli Education Faculty. 180 preservice teachers participated in this study. The student teachers were skilled in using computer programs. Process The material development process of the preservice teachers is explained below: This study was based on constructivist approach. The preservice teachers constructed their materials and activities. Firstly, the student teachers decided what to prepare and how to prepare as their instructional materials. Then they learned the material design principles. Later, they prepared the drafts of various hands on and technology based materials. It was stressed by the lecturers that the designs must be original and educational. They prepared detailed reports of their material design.As a next step the lecturers and the preservice teachers together decided on a hands on and a technology based material. Then they designed the daily plans in which these materials were used. They presented their materials in the classroom in front of their peers. They received criticism of these materials. By this way they constructed their portfolios Finally, the preservice teachers evaluated themselves and the lecturer evaluated them. The researchers interviewed the preservice teachers about their materials and 40 portfolios were investigated for this purpose. The Data Collection Tools The data of this study were collected with help of the hands on and the technology based materials and interviews. The hands on and the technology based materials were reviewed in their relevance to the sub dimensions of creativity. These were the fluency, the flexibility, the detaildness and the originality. The preservice teachers' views were analysed through inductive content analysis. Results The hands on materials were very original and creative. In addition to this, the data revealed that the codes of the hands on materials were usability, being economical, being amusing and being understandable. It was a long and tiring process to prepare these instructional hands on materials for the preservice teachers. The technology based materials weren't so creative as the hand on materials. Both the hands on materials and the technology based materials were fluent and intimate. Conclusion And Suggestions According to the findings of the study, we come to the conclusion that for the student teachers' material development, hands on and technological materials arenecessary in the teacher education. The student teachers have prepared different materials. So they have learnt the process of material development and acquired creativity. These suggestions can be made at the end of the study: 1.Student teachers should learn how to develop hands on and technological materials. 2.Student teachers should prepare different kind of materials (hands on and technological materials) in the instructional technology and material development course. 3.Student teachers must learn how to develop materials by using creative thinking skills. 4.The teachers who are at work should be given inservice education on material development and creative thinking skills in order to compensate with the requirements of the new MEB programs. 5.Critical thinking skill should be learned by the student teachers. Elective courses can be provided for this. 6.More researches should be done about this subject and the consequences should be announced via publications and announcements.

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