The relationship between high school students'problem-formulation skills in creative contexts and their spatial visualization skills

The aim of this study is to examine the relationship between high school students' problem-posing skills in the context of creativity and their spatial visualization skills. A mixed-methods approach, including both quantitative and qualitative research, was used in the study. The research was conducted with a total of 288 high school students attending two public schools in Ağrı province. To achieve the objectives of the study, a semi-structured problem-posing form with two problem scenarios was applied to the students. The students were asked to generate as many problems as possible using the given problem scenarios. Later, the Purdue Spatial Visualization Test was administered to the students. By analyzing the semi-structured problem-posing form, the students' fluency, flexibility, and originality scores were calculated, and their creativity scores were obtained by summing these scores. The relationship between the creativity scores derived from the problem-posing form and the scores from the Purdue Spatial Visualization Test was examined. The data were evaluated using Spearman's correlation coefficient analysis. As a result of the study, it was found that there was a very weak relationship between the spatial visualization scores and the fluency, flexibility, and creativity scores. However, in the first and second problem scenarios, a positive, very high correlation was found between the flexibility and fluency scores. A positive, moderate correlation was observed between the originality and fluency scores, and between the originality and flexibility scores. Additionally, a very high positive correlation was found between the total creativity scores and the fluency and flexibility scores, and a high positive correlation between the total creativity scores and the originality scores.