Creativity is deemed as an integral part of twentyfirst century skills and is emphasized in science education curricula in Turkey as well as in other countries. Therefore, the purposes of this research were to examine the concepts of creativity demonstrated in the developing possible solutions step of the DBL and to determine the students' perceptions of this step. Data were collected from 13 female and 11 male middle school students participated in three different design based learning activities. Analyses of the data derived from students' writings and drawings, semi-structured interviews, and researchers' field notes were carried out using two separate methods. Descriptive analysis was used to quantitatively analyze students' writings and examine the fluency, flexibility, originality, and elaboration concepts of creativity while content analysis was used to qualitatively analyze the semi-structured interviews and researchers' field notes to corroborate the results of the descriptive analysis. Findings indicated that students demonstrated the highest frequency in fluency concept of creativity while the lowest frequency in originality. Also, the results of the content analysis revealed that the creativity of the students' ideas were influenced by several reasons including the exposure to other students' ideas, the degree of the familiarity with the design based learning process, and the fact that students had to make a working prototype of their ideas. Educators and future researchers might benefit from the findings of this study while using DBL to develop creativity as well as the suggested creativity assessment technique to determine students' strengths and weaknesses in this process.