Instructional Design through the Gerlach and Ely Model in Elementary Science Education: Implications for Fostering Systems Thinking and Creative Capacities in the Saudi Context

HRMARS - Objective: This paper will present an overview of a structured review of the theory and evidence for using the Gerlach and Ely (GEM) Instructional Design Model in elementary science education in a way that supports the development of system thinking skills and creative abilities among sixth-grade students in the Saudi education system. Methodology: A structured analytical review method was used as the primary methodology for this review. The majority of the literature reviewed is from the theoretical framework, empirical background, and literature citations from the doctoral dissertation on GEM-based instructional modules in elementary science education in Saudi Arabia. The literature reviews synthesized instructional design principles, systems thinking frameworks, and creativity theories referenced in the foundational dissertation. Results: The findings of this review indicate that the alignment between the objectives, content organization, instructional strategy, and assessments provided through the GEM model creates a pedagogically cohesive learning environment that could foster higher-order thinking for students. When implemented in a systematic and intentional way, the GEM model-based instructional modules have demonstrated strong theoretical alignment with supporting systems thinking and enhancing creative abilities in students (particularly in terms of flexibility, elaboration, and originality). Limitations / Implications: This review has highlighted the need for additional research to provide evidence for integrating instructional design models (such as the GEM model) with systems thinking and creative abilities in elementary science education. Empirical studies are needed to validate the effectiveness of the GEM model-based integrated interventions at different grade levels and in different educational settings. Originality / Value: This paper extends the current body of knowledge by providing an analytical link between instructional design theory, systems thinking, and creative capacity in an elementary science framework designed for use in the Saudi educational setting. The review is further positioned within contemporary global reform agendas that emphasize systemic literacy and creative adaptability in elementary education.