نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش فیزیک، دانشگاه فرهنگیان، صندوق پستی 889 -14665 تهران، ایران
2 دانشجوی کارشناسی ارشد رشته آموزش فیزیک، گروه آموزش فیزیک، دانشگاه فرهنگیان، صندوق پستی 889- 14665 تهران، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The present study aims to undertake a systematic and scholarly examination of the content of the 11th grade Physics textbook in the Mathematics–Physics curriculum track by employing Guilford’s model of creativity factors as the analytical framework. Grounded in the premise that creativity constitutes an essential dimension of scientific reasoning, conceptual development, and problem-solving in physics education, the investigation seeks to determine the extent to which the textbook addresses and promotes different facets of creative cognition, namely cognitive memory, divergent thinking, convergent thinking, and evaluative thinking. In this regard, the study not only evaluates the distribution of these dimensions within the textbook content but also considers their potential role in shaping learners’ cognitive engagement and intellectual development. Methodologically, the research adopts a descriptive–survey design within the broader scope of qualitative content analysis, and it is classified as applied research due to its direct implications for educational improvement, instructional quality, and curriculum development. The statistical population comprises the entire content of the newly developed 11th grade Physics textbook prepared for the Mathematics–Physics stream and published in the Solar Hijri year 1404. To ensure comprehensive coverage and avoid sampling bias, the whole textbook was treated as the sample. A researcher-developed content analysis instrument, constructed on the basis of Guilford’s theoretical model, served as the principal tool for data collection and analysis. The analytic procedure was implemented in three sequential phases: first, the identification of all relevant textual elements, including questions, activities, illustrations, and tabular data; second, the classification of each unit according to Guilford’s dimensions of creativity; and third, the quantitative aggregation and comparison of the frequency of occurrences across the different levels. The content validity of the instrument was established through the judgments of experts in curriculum design and educational psychology, thereby ensuring its conceptual appropriateness and relevance. In addition, the reliability coefficient, calculated using Holsti’s formula, indicated an acceptable level of consistency in the coding process. The results reveal a considerable imbalance among the creativity levels represented in the textbook. More specifically, the content exhibits an excessive concentration on cognitive memory and convergent thinking, whereas divergent thinking and evaluative thinking are represented only minimally. These findings suggest that the current textbook design does not sufficiently support higher-order cognitive activity or foster the creative dimensions of learning that are essential for meaningful scientific understanding. Accordingly, it is recommended that future revisions of the Physics curriculum incorporate a more balanced distribution of content in line with Guilford’s creativity factors, so as to better promote students’ intellectual flexibility, innovative capacity, and comprehensive scientific understanding.
کلیدواژهها [English]
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