Analysis of the content of Persian books in the second half of the elementary school (fifth grade)
Subject Areas : Planning science
Alireza Mohtaghednejad
1
(Yasouj Azad University,)
Zainab pisahang
2
(Payam Noor Sishad University)
Keywords: Content analysis, Persian book, elementary school, Guilford's creativity factors, convergent thinking,
Abstract :
The main goal of the current research was to analyze the content of Persian books in the second half of the elementary school (fifth grade) based on Gilford's creativity factors. Based on the statistical society, the Persian book has been determined and the measurement tool is the content of two Persian books, i.e. reading and writing books (in the fifth grades) and the researcher-made form. In order to analyze the content, the unit registration method has been used in the field, and the data has been described and analyzed using tables, frequency and percentage. The validity of the measurement tool through the formula in the fifth grade, 91.33% agreement and the reliability of the tool was accepted based on the time agreement coefficient method during three consecutive months. Analysis and interpretation of data based on spss, using Pearson's correlation formula and descriptive statistics software, and the frequency difference test formula was analyzed by relying on the chi-square (chi-square) single-variable formula. The results of this research showed that: Most of the content and images of Persian books (reading and writing) are at the level of cognitive memory, and less attention has been paid to the level of divergent and value-seeking thinking. In addition, based on the results obtained in the field of activities and exercises in the fifth grade level of thinking Convergent, cognitive memory and divergent thinking have a relatively good balance. In the fifth grade, more attention is paid to convergent thinking in reading activities, and more attention is paid to divergent level in writing exercises.
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