چکیده:
This study was aimed at examining the objectives and content of Science textbooks in primary schools on the basis of the Plesk creativity education cycle. This research deployed a mixed approach, using both quantitative and qualitative methods. Initially the content of Science textbooks was analyzed using the Anderson cognitive classification. Results indicated that about 6.5% of the objectives fell in the creating process. Further, the content of the textbooks was examined using the Plesk creativity education cycle as well as the Rumi technique indicating a creative engagement coefficient of less than .25. Finally, models of creativity education were analyzed.
خلاصه ماشینی:
Content analysis of first-grade elementary science based on the indicators of the guided creativity cycle (Refer to the page image) According to Table 2, in the first-grade book, there are 85 units of activity or subject, of which 21 units are creative and 64 units are non-creative.
Content analysis of second-grade elementary science based on the indicators of the guided cycle (Refer to the page image) According to Table 3, in the second-grade elementary book, there are 91 units of activity or subject, of which 18 units are creative and 73 units are non-creative.
In response to the third research question regarding the characteristics of the proposed pattern for teaching creativity suitable for the elementary science course, first, the important creativity theories of prominent experts were reviewed through an interpretive analysis, critique, and examination, and it was determined that: A) Each of the models pays attention to a specific aspect of creativity.
Examining the evolutionary process, how content is compiled, and teaching methods in experimental sciences also shows that in the last ten years, many efforts have been made to develop students' procedural skills, including observation skills, measurement, tool application, inference and interpretation, hypothesizing, and problem-solving, and the development of creativity and inventiveness has been considered one of the important goals.
Given the presented materials, the main goal of this research is to evaluate the objectives and content of elementary school experimental science books from the perspective of Plsek's creativity training model.
Second research question: To what extent does the content of elementary experimental science books engage students in creative intellectual activities?
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