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Abstract
ABSTRACT: This study investigated pupils' self-awareness along with their self-evaluation of their cognitive processes when they were performing problem-solving tasks involving technological creativity. Thirty-six 4th to 6th graders participated in this study. A creativity test (Treasure Hunt on a Deserted Island) with 9 situation-based problems and 14 interview questions was employed, and both qualitative and quantitative methods were used to analyze the data. The findings suggest that (a) the creativity test is an effective tool for measuring pupils' technological creativity, for enhancing their motivation, and for providing data that enable us to better understand their cognitive processes involved in technological creativity; (b) having the internal motivation to solve problems and the attitude of welcoming challenges is crucial to pupils' technological creativity; (c) pupils have limited metacognitive ability and, on top of this, their problem-solving processes are not elaborate; (d) creative pupils are more adept at using cues to solve problems and their ideas concerning problem solving mainly stem from mindful learning; (e) most pupils have positive emotional traits and such emotions contribute to their technological creativity; and (f) the older pupils are, the less optimistic is their explanatory style.