Designing and Implementation of Blending of Problem Solving Instructional Model with Constructivism's Principles and the Study of Its Effect on Learning and Creative Thinking

Educational system has an important role in educating future community makers. One of the most important components of educational system which should be considered in the twenty-first century among future community makers is deep learning and creative thinking.
This paper aimed to design and implement a blending of problem solving instructional model with constructivist principles and the study of its effect on learning and creative thinking.
In this research, a quasi-experimental method (pretest and posttest design with control group) was used. Sample of this research was 30 students that were selected by using cluster sampling method. Data collection tools were included researcher-made learning test and Abedi creativity questionnaire, were used as a pretest and posttest. Experimental group was taught in 11 sessions, during 6 weeks by using combined problem solving instructional model with Constructivist principles and control group was taught by using traditional method. In order to analyze obtained data, descriptive statistics, consisting of mean and standard deviation, was used. Furthermore, inferential statistics, multivariable covariance plan and LSD follow up test was used.
The results showed that blending of problem solving instructional model with constructivist principles has a significant effect on learning (F=286.5, P=0.0001), fluency aspect of creative thinking (F=143.91, P=0.0001 ), flexibility aspect (F=15.59, P=0.001) and elaboration aspect of creative thinking (F=35.64, P=0.0001), but there was no meaningful effect on originality aspect of creative thinking.
According to the results, it could be said that by blending problem solving instructional model with constructivist principles, one can take advantage of both these approaches. Founding of this research was showed that this blending has a meaningful effect on learning and aspects of creative thinking (fluency, flexibility and elaboration) and there was no effect on originality aspect. Thus, this method can be used in classroom and school as an effective method.