摘要：AbstractThe purpose of this study was to examine the effect of multiple intelligences- based instruction on student's creative thinking ability at 5th grade in primary school. This research was a quasi-experimental study with non-equivalent groups, which includes pre and post-test design with the control group. The study was conducted with 30 experimental and 29 control group students at 5th grade in primary school in Kermanshah. Torrance's Creative Thinking Test was given to both groups as pre-tests and post- tests. During the instruction, the experimental group received multiple intelligences based on learning science activities while the control group utilized traditionally designed science instruction by the same teacher over a period of 8 weeks. Results which were analyzed by covariance indicated that multiple intelligences- based instruction significantly stimulated student's creative thinking ability; hence, it was concluded that strategies founded on MI theory were more effective in improving student's creative thinking ability than traditional teaching.
