نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشگاه فرهنگیان مرکز آموزش عالی شهید شرافت
2 دانشگاه فرهنگیان تهران
چکیده
کلیدواژهها
عنوان مقاله [English]
The present study aimed to conduct a comprehensive content analysis of Chapter 2 (Senses) of the 11th-grade biology textbook based on Guilford’s creativity model. This model consists of four main components: cognitive memory, convergent thinking, divergent thinking, and evaluative thinking, which collectively assess various aspects of students’ thinking and creative abilities. The research is descriptive-applied in nature and employs a quantitative content analysis approach to systematically examine the extent to which these components are represented in the textbook. The population included the entire content of the “Senses” chapter of the 11th-grade biology textbook (2024–2025 edition). Data collection was conducted using a researcher-made coding form specifically designed based on Guilford’s creativity components, whose content validity was confirmed by five experts in educational sciences and university-level biology faculty members. To ensure reliability, two independent coders randomly coded 20% of the data, and inter-coder agreement was evaluated, confirming the consistency of the coding process.
For the analysis, the chapter content was divided into three main sections: textual content, images, and learning activities. Each content unit was systematically coded sentence by sentence according to the four creativity components. The findings revealed that out of a total of 220 coded units, 106 units (48%) corresponded to cognitive memory, 68 units (31%) to convergent thinking, 25 units (11.5%) to divergent thinking, and 21 units (9.5%) to evaluative thinking. These results indicate that the textbook places greater emphasis on cognitive memory, while other aspects of creativity, particularly divergent and evaluative thinking, receive considerably less attention.
The study highlights the necessity of including more activities and tasks in textbooks that promote creative thinking and higher-order cognitive skills. This has practical implications for teachers in designing instructional strategies that enhance student engagement, critical thinking, problem-solving, and creativity. Furthermore, the findings offer valuable insights for curriculum developers and educational content designers to improve textbooks and instructional materials to better foster creativity, innovative thinking, and holistic intellectual development. By aligning textbook content with modern educational practices that encourage divergent and evaluative thinking, educational stakeholders can help students develop balanced cognitive and creative skills. Overall, this research contributes to understanding the current representation of creativity in biology textbooks and provides recommendations for promoting a more comprehensive approach to teaching and learning in science education, which supports both knowledge acquisition and the development of essential creative skills in students.
کلیدواژهها [English]
)