Baset Kamangar - Ph.D Student In Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran
Jafar Ghahremani - Assistant Professor, Department of Elementary Educational, Farhangian University, Iran
Mohammad Azimi - Department Of Education and Psychology, Farhangian University, Faculty of Psychology and Education, Tabriz, Iran.

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. ۴۵ 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 (۲۴ experimental and ۲۱ 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.

Concept-Based Model, Problem Solving, Creative Thinking, Self-Regulation