چکیده:
The present research was conducted with the aim of evaluating the content of the sixth-grade elementary Persian textbook (Let's Read) based on Guilford's creativity factors (cognitive memory, convergent and divergent thinking, and evaluative judgment). The statistical population included all the content of the Persian textbook (text and self-tests) in the academic year 2012-2013. The data collection tool for this research included a researcher-made content analysis form prepared based on Guilford's creativity indicators. Its validity was obtained by obtaining the opinions of professors of curriculum planning and educational psychology, and the reliability of the tool, after integrating and operationally defining Guilford's creativity indicators and selecting 20% of the content of the aforementioned book, was estimated at 0.85 using Cronbach's alpha. An investigation into the degree of content alignment in the text with Guilford's creativity factors showed that the cognitive level, explaining 94% of the current book's content, holds the highest importance, followed by divergent thinking at 46.1%, convergent thinking at 80.0%, and evaluative judgment with the lowest percentage of 23.0%. In terms of aligning self-tests, it can be said that divergent thinking with 40.7%, cognitive memory with 31.48%, and convergent thinking with 27.77% occupied the highest percentages; therefore, it can be concluded that in the content (text) of the sixth-grade Persian book, more attention has been paid to cognitive memory and less attention to higher levels of creativity, and in the self-tests, the most attention has been paid to divergent thinking.
خلاصه ماشینی:
Kaliji and Ebrahimi Mataklaei (1939), in the content analysis of the fifth-grade elementary mathematics textbook from the perspective of Guilford's creativity model, showed that the fifth-grade elementary mathematics book has paid little attention to the levels of divergent memory and evaluative thinking, and measures should be considered in this regard.
Rahmati (1930), in "Content analysis of the first-grade elementary Persian book based on Guilford's creativity factors," has reached the conclusion that most of the content of the first-grade "Let's Read and Write" Persian book is situated in cognitive memory and less attention has been paid to the level of divergent thinking.
Given the existence of the above problem, this research has been carried out with the aim of analyzing the content of the sixth-grade elementary Persian "Let's Read" book based on Guilford's mental factors and creativity indicators.
Main Question To what extent do the content and self-assessment of the sixth-grade elementary Persian "Let's Read" book explain cognitive memory and the creativity indicators of Guilford's theory?
General status of the content of the sixth-grade elementary Persian "Let's Read" book with Guilford's mental operations (Refer to the page image) According to the information provided in Table 1, among the 911 phrases presented in the book, respectively, 919 phrases with 30 percent relate to cognitive memory, 00 phrases with 5 percent relate to divergent thinking, 1 phrase with 0.
Discussion and Conclusion In this research, the aim was to examine the content analysis of the sixth grade Persian reading book based on Guilford's cognitive memory, convergent thinking, divergent thinking, and evaluative judgment.
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