Abstract
The purpose of this study is to identify the validity and reliability of instrument of the application design problem in order to develop a measurement tool for functional fixedness bias. For this study, we selected 7 items such as battery, brush, stapler, key chain, coffee cup, clip, and tape. Each item asks a student to answer different uses of
 items than the original use. Scoring criteria were the number of uses answered by students. For this sutdy, 78 pre-service teachers(college students) and 111 high school students were participated in this study. In order to identify the validity and reliability of the developed instrument, the Rash model analysis and the internal consistency
 reliability were used. As a result, it was confirmed that the instrument composed of 7 items was valid and reliable. Particularly, scoring method that limits maximum 3 points of each item showed the highest validity when using partial score model. There was a significant difference of students scores among 7 items. In addition, there was a
 significant difference of students scores between college and high school students. Based on the results of this study, the relevance of the functional fixedness bias with invention education, creativity education, and debiasing education are discussed.
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