The Effectiveness of Teaching through Concept Maps on Elementary Students' Creativity in Science Lesson

Concept map is one of the teaching-learning strategies that can facilitate meaningful learning in students and show the relationships between the curriculum in a hierarchical manner. The present article has been developed based on research findings in which the effectiveness of concept map teaching on the creativity of elementary students in learning the concepts of the science lesson has been investigated. This study used a quasi-experimental pretest-posttest control design. The statistical population of this study included female school students, who were selected via accessible sampling and randomly assigned to the control and experimental groups. The research instrument included Abedi Creativity Questionnaire (1983). Data were analyzed by analysis of covariance (ANCOVA) using Spss22 statistical software. The results showed that the intervention based on the concept map was effective on students' creativity in science lesson by 63.8%. The results also indicated that the intervention based on concept map training has a positive and significant effect on the dimensions of creativity (fluidity, expansion, initiative, and flexibility).