The aim of this study is to help students to generate inquiry problems, by themselves, in science. In previous studies, university students were found to use several different thinking strategies to generate various types of new scientific inquiry problems (IPs). Based on that result, I first developed a teaching material that involved teaching aids designed to help students in generating inquiry problems by introducing various types of thinking strategies and IPs and to give them opportunity to exercise it. By applying the teaching material to middle-school students, students were found to be able to generate many and various scientific inquiry problems. In this context, `many'' and `various'' corresponded to `fluency'' and `flexibility'', respectively. Therefore, the newly-developed teaching strategy was effective in stimulating students'' divergent thinking,one of the important aspects of creativity. The next part of this study is to find and develop a strategy to help students to generate `good'' scientific inquiry problems.