The present research aimed at studying the effectiveness of a concept-based model of education on creative thinking and self-regulated learning. The methodology was quasi-experimental with pre-test post-test control group design. The statistical population included all students of the sixth grade, educating at elementary schools of Kamyaran in 2018-2019. The selected sample was divided, through random sampling, into two groups: 24 persons for the experimental group and 21 for the control group. The experimental group received 8 thirty-minute sessions of the concept-based model of education for 4 weeks (2 sessions per week). The control group received the common traditional teaching approach. The data collection tools included the Torrance Tests of Creative Thinking (Figural Test, Form A) and Sevari and Arabzadeh’s Self-Regulated Learning Strategies Questionnaire (2013). The results of multivariate analysis of covariance showed that the students who received the concept-based model of education achieved higher scores than the control group in creative thinking and self-regulated learning tests (p<0.001). Given the effectiveness of the concept-based model of education, the teachers are recommended to use such methods in elementary grades, particularly in the Experimental Sciences course