| Summary: | This study aimed 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 quasi-experimental study had a pretest-posttest design with a control group. The statistical population of this study was all sixth-grade male students of Isfahan (Iran) in 2021. Sixty students were selected by multi-stage cluster random sampling method and randomly assigned to experimental and control groups. Torrance Creativity Questionnaire (1979) 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 revealed a significant difference between the two groups in terms of mean scores of creativity and components of fluidity, expansion, and flexibility. According to the findings, using cognitive-metacognitive strategies based on the brain-centered training approach has increased creativity and components of fluidity, expansion, and flexibility. However, it did not significantly increase the initiative component of creativity 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.
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