نوع مقاله : مقاله پژوهشی
نویسندگان
1 عضو هیات علمی دانشگاه فرهنگیان
2 کارشناسی آموزش ابتدایی
3 دانشجوی کارشناسی آموزش علوم اجتماعی
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study aimed to analyze the components of creativity in Social Studies textbooks for the second grade of elementary education (4th, 5th, and 6th grades), with a specific focus on the civics section, using Guilford’s creativity model (cognitive memory, convergent thinking, divergent thinking, and evaluative thinking). A descriptive content analysis method was employed, with the statistical population consisting of the civic-related content in the mentioned textbooks. Data were collected and analyzed using a researcher-made checklist based on Guilford’s creativity factors. The findings revealed that in the textual content, 62% of the material targeted cognitive memory, 5% convergent thinking, 6% divergent thinking, and 4% evaluative thinking. In the visual content, 47% aligned with cognitive memory, 17% with convergent thinking, 23% with divergent thinking, and no attention was given to evaluative thinking. Regarding activities and questions, 3% addressed cognitive memory, 4% convergent thinking, 32% divergent thinking, and 8% evaluative thinking. The results indicate that the Social Studies textbooks in the second grade of elementary education primarily emphasize lower-order thinking skills (cognitive memory and convergent thinking) in the civic section, while higher-order thinking skills (divergent and evaluative thinking), which are essential for fostering creativity, receive significantly less attention.
کلیدواژهها [English]
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