/SN/TE 2013 New Issues on Teacher Education Intenational Symposium Developing Creative Problem Solving Skills through Interdisciplinary Projects Alev OZKOK Hacettepe University ozkok@hacettepe.edu.tr Abstract Current trends in information technology and our increasingly complex learning environment require students have a greater variety of capabilities, skills, and a wider understanding of their environments, if they want to succeed. Creative Problem Solving as a instructional methodology to encourage whole-brain thinking which employs different thinking skills is not sufficiently researched in process of learning object development. Research on interdisciplinary research findings indicate that for creative problem solving, instructional methodology has always been one of the most effective method to integration of different disciplines. Interdisciplinary research attempts to ask questions in ways that cut across disciplinary boundaries. Interdisciplinary research support student's high order thinking via creative problem solving. Our world is full of boundaries. Yet these boundaries do not occur in nature as physical entities. All of these boundaries exist only in our minds (Hartmann, 1991). We point out the case of academic disciplines. Distinctions between disciplines are often arbitrary and worn as badges of one form or another of a knowledge classification (Salter and Hearn, 1996). Interdisciplinary research appears to survive but not florish in the universities throughout the twentieth century. (Salter and Hearn, 1996). In 21. century, universities especially find it difficult to manage interdisciplinaries and their projects. Researchers tried to overcome merge of diferent disciplines by using some methods based on different educational approach. According to Lumsdaine & Voitle (1993), the same material basically is . taught with the same tools and methods that have been used fifty years ago. In other words, the traditional approach with a strong preference in analytical thinking (left-brain) worked well in the past but does not produce the type of 21. century students for the future human capital (Lumsdaine & Voitle, 1993). The limitations of traditional teaching styles due to the lack of employing of whole brain cause for students encounter many problems in the learning of their research subject which play important role in their academic life. (Lumsdaine &'Voitle� 1993; Lumsdaine & Lumsdaine, 1995). The necessity for creative problem solving skills within the education are emphasised in policy statements of universities as essential abilities. However, any suggestion on how these skills might be activated, in these statements. We argue that creative problem solving 26 •