Abstract Objective: The present study has examined the effectiveness of the concept maps teaching-learning strategy in teaching sixth grade elementary school students on the creative component Poldasht city. Method: This research was a quasi-experimental research and research design used in this study, was pretest and post-test with comparison group. The population in this research, including sixth grade students in the academic year 94-93 in Poldasht that their number are 703 (374 male students and 329 female students). Subjects have included the sixth grade elementary school students in 4 classes (2 classes boys and 2 classes girls). Of these, one of the classes as experimental girl schools and one secondary school classes, as the control group was selected. Also, one of classes of schoolboys as the experimental group and another second-boys school classes, as the control group was selected. To measure student math anxiety, Shokrani math anxiety questionnaire was used. Validity of the questionnaire, confirmed by three experts and internal reliability with Cronbach's alpha coefficient was 0.77. Analysis of the data was performed using SPSS 18 software. To analyze the data, descriptive and inferential statistical methods including UNIANCOVA, were used. Result: Results showed that the experimental and control groups in terms of creativity and components of fluency, originality and elaboration there is a significant difference. But flexible component not found significant differences between the experimental and control groups. Conclusion: The results showed that the use of concept maps teaching-learning strategies in teaching science was effective to enhance creativity and increase fluid, innovation and the development components of creativity but flexible component, no effect. Also, flexibility in boys more than girls on average
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