A constructivist process-oriented instructional model for developing innovative creativity skills in elementary social studies

This study aimed to develop a constructivist process-oriented instructional model for developing innovative creativity skills in elementary social studies. The study employed a research and development (R&D) approach consisting of three phases: needs analysis, model design and development, and expert evaluation. Data were collected through document analysis, interviews with teachers and students, and expert review of the proposed model. The findings indicate that the developed instructional model consists of a five-stage learning process: Understanding, Prioritization, Innovation Planning, Implementation, and Evaluation. The model is grounded in constructivist learning theory and integrates activity-based learning, collaborative learning, and reflective practices. In addition, the model incorporates a multidimensional framework of innovative creativity skills, including creativity and innovation, creative collaboration, innovation development, and communication. To support implementation, a comprehensive assessment system was developed, including an achievement test, an innovative creativity skills assessment form, and a student satisfaction questionnaire. The results of expert evaluation suggest that the model demonstrates a high level of appropriateness, coherence, and feasibility for use in elementary social studies classrooms. Overall, the study contributes to instructional design by providing a structured and theoretically grounded model that aligns learning processes with innovation-oriented competencies. The model offers practical guidance for designing learner-centered learning environments that support the development of innovative creativity skills in elementary education.