Analysis of Creativity Components in Social Studies Textbooks for the Second Cycle of Elementary Education

Document Type : Original Article

Authors

1 faculty member in farhangian university

2 Bachelor of Elementary Education

3 Bachelor's degree student in social science education

Abstract

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.

Keywords

Quarterly journal of research in social studies education
Volume 7, Issue 2
July 2025
Pages 41-66

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