This article is aimed at justifying sensible use of inventive tasks in physics teaching. The justification will encourage teachers to form learners' creative thinking; in particular, the course of physics has the great potential for forming learners' creative thinking. Being adapted to the course of physics, the basic stages to solve inventive problems have been defined. Inventive tasks are evaluated quasi-experimentally and discusses on the basis of the hypothesis: the use of inventive tasks in physics teaching will arouse learners' interest towards science. The evaluation is conducted via a questionnaire, which included open-ended questions. Pearson's chi-squared test is used for the analysis of received data. The advantages and disadvantages of using inventive tasks in physics teaching are discussed.