Today, technology needs to be used effectively in the structuring of learning environments where learners can learn by experimenting and exploring knowledge. Parallel to the adoption of the constructivist approach in the development of teaching programmes in Turkey, individuals should be able to live and practice developing and learning by themselves. To be able to solve problems and to cope with problems in real life are considered to be characteristics that should be present in today's individuals. In order to acquire these qualifications, learning environments and teaching activities must be organised accordingly. To provide these environments, tutoring could be revised according to the relevant points and also new achievements could be included to the curriculum. A pre-test, post-test, semi-experimental design without a control group was employed in the current study. Before and after the start of the experimental work, the scale of 'How creative are you?' adapted by Aksoy (2004) to students and the 'Problem solving inventory' developed by Sahin et al. (1993) were applied. Accordingly, a curriculum was prepared and conducted over a total of 10 weeks, and for 2 hours per week. As a result, it was seen that students who received both programmes of 3D Design and Robotics Programming, increased their problem-solving skill perceptions and creativity levels, according to their creativity point averages and positive expression of problem-solving skill perceptions.