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1. PhD Student , Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran 2. Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran *Corresponding author email: sohrabi_sh2006@yahoo.com 3. Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran 4. Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran Introduction Traditional methods, especially lecturing and memorizing and repeating scientific facts have always been considered in the Iranian educational system. It has brought a spirit of passivity for the education system. As a result, natural curiosity has easily given way to passivity and a tendency to imitate others. Caution, instead of questioning and listening, has replaced thinking, while the development of thinking skill has often been considered as the most important function for formal education (Dadgharan & Etemadmoghaddam, 2016), since an ability in skills is essential to achieve success in the contemporary world, where creation of new knowledge is expanding rapidly. Thus, after graduation, students usually do not have sufficient skills to enter community. Skills such as critical thinking, creativity, public relations, incompatibility analysis and teamwork skills, having a creative, and innovative mind are considered valuable advantage for the growth and flourishment of students’ abilities. From a lexical perspective, creativity is the desire for creativity that is potentially present in all people and at all ages and is directly and closely related to the socio-cultural environment. Conditions are required so that this natural desire to be actualized. Fear of deviation and trying to conform to community are barriers of creativity (Dadgharan & EtemadMoghadam, 2016). Also, from a practical point of view, creativity has existed in human nature since ancient times and has been a part of his or her social behavior (Gholamian Fard, 2013). For this reason, Torrance (1965, quoted by Emami,Jamali & Isfahani, 2013), argues that creative thinking is an extraordinary force in the education system, since this force in the past donated us alphabet, Abstract: The aim of the present study was testing the conceptual model of creativity-based teaching method among high school students. It was conducted on a sample of experts (including principals, deputies, teachers and counselors) working in 20 public schools in Shiraz (384 people, including 250 males and 134 females) in the academic year of 2019-2020. The method of the present study was a correlational in which researcher-made questionnaires were distributed among the subjects, and then, the fitness of the proposed model and the effect of teaching methods on creative learning were examined using AMOS 24 software. The results of statistical tests showed that students’ creativity is influenced by teaching methods.

Testing the Conceptual Model of Creativity-based Teaching Method among High School Students