Evaluating the Effectiveness of Conceptual Model-Based Learning Design on the Development of Problem-Solving Skills, Creative Thinking, and Self-Regulation Learning in Elementary Sixth Grade Science

Baset Kamangar, Jafar Ghahremani, Mohammad Azimi


The purpose of this study was to investigate the effectiveness of concept-based teaching on problem-solving skills development, creative thinking, and self-regulation learning in elementary sixth grade science. The quasi-experimental study method was used to design unbalanced groups with pre-test and post-test. 45 students from two classes in one of the primary schools of Kamyaran city (in Iran) participated in this study and were selected through available sampling method (24 experimental and 21 control groups). The experimental group was trained through concept-based modeling and the control group was trained through traditional and conventional teaching methods. This period was eight weeks. Data collection tools included Parker Problem Solving Questionnaire, Torrance Form A Creativity Assessment Image Questionnaire, and ASRQ Self-Regulated Learning Strategies Questionnaire which were used as pre-test and post-test. Both descriptive and inferential statistics (one-way and multi-way covariance) were used to analyze the statistical data. The results showed that students who were trained through concept-based model had higher problem-solving score, creative thinking and self-regulation compared to the traditional-trained students.

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