In this study, the adequacy of science toys made by the science teacher candidates were determined in terms of the 4 aspect of scientific creativeness, and it was enabled that they assessed themselves in the sense of creativeness. The study included 83 second grade science teacher candidates who study at Science Education Department at a university in Istanbul. The science toys were assessed according to the 4 aspects of scientific creativeness which are “originality, fluency, flexibility, scientific knowledge” by the researchers. Furthermore, “The evaluation of a person himself or herself in terms of creativeness survey questionnaire”, that was reached by Gülel (2006), and whose reliability level is 0.761 was presented to the teacher candidates. In the study, in order to assess the scientific creativeness of the science toys, the rubric prepared by the researchers was used, and by calculating the distribution of 83 science toys in rubric, the scientific creativeness of them was separately and comparatively assessed in diagrams and in percentage for 4 aspects. The questionnaire mentioned above was interpreted by calculating the percentage distributions of the articles in this scale, and comparing these distributions with rubrics that were both in the articles itself and obtained from science toys. As a result, if we look at the percentage distributions, it was determined that the science toys made by teacher candidates were “adequate and pretty adequate” in originality criteria; “adequate” in flexibility and scientific knowledge criteria, but “inadequate” in fluency as percentage distribution. In consequence of comparing the 4 aspects in which the science toys were assessed with related articles in the scale, it was observed that while there was analogy in some articles, there were differences in others or the teacher candidates were unsure. In this regard, in order to develop the scientific creativeness of the teacher candidates, it was believed that more practical examples and lives were needed to be established.
Creativity, Scientific Creativity, Inquiry-Based Learning, Scientific Toys