This study evaluated problem finding and the generation of solving-ideas in ill-structured situations in the area of science by targeting high school students. It subdivides problem finding and the generation of solving-ideas into qualitative and quantitative levels. In addition, the correlations with general creativity, meta-cognition, and affective characteristics in the area of science were examined. In this study, the participants were 96 students from 3 high schools in a metropolitan city. Sixty-one students who had answered all the questionnaires consistently and faithfully were analyzed. The questionnaires included meta-cognitive tests, an affective domain assessment system related to national level science, a TTCT (Language)-A type test, and FPSP questions (questions related to space waste). The correlations among scientific creativity, general creativity, and meta-cognition were low. In addition, although the correlation between problem finding in scientific creativity and interest in affective characteristics appears relatively high, the correlation between problem finding in scientific creativity and scientific cognition appears low. The conclusions were as follows: scientific creativity has domain specificity and that area cannot be explained by measured general creativity. Scientific creativity with respect to problem finding and the generation of solving-ideas in ill-structured situations in the area of science could not be explained by meta-cognition. Scientific creativity can be better explained through affective characteristics related to science.