The Effectiveness of Cognitive-Metacognitive Strategies Based on Brain-Based Training Approach on the Creativity in Sixth Grade Male Students

Abstract: The aim of this study was to determine the effect of using metacognitive- cognitive strategies based on the brain-based training approach on the creativity of sixth grade elementary male students. This study was a quasi-experimental method that was performed with a pre-test-post-test design with a control group. The statistical population of this study was all sixth grade male students of Isfahan, in 2021. Sixty students were selected by multi-stage cluster random sampling method and randomly assigned to experimental and control groups. Torrance Creativity Questionnaire (1981) was used to assess creativity. In the experimental group, the package of cognitive-metacognitive strategies based on the brain-centered training approach (Baratali et al., 2013) was performed in 20 sessions of 100 minutes. Results indicated that there is a significant difference between the two groups in terms of mean scores of creativity and each of the components of fluidity, expansion and flexibility. According to the findings, the use of cognitive-metacognitive strategies based on the brain-centered training approach has been able to increase creativity and fluid components, expansion and flexibility, but the intervention could not significantly increase the initiative component in the experimental group. In general, the research supports the application of cognitive-metacognitive strategies based on the brain training approach to improve the creativity of elementary students.