Analysis of the content of Persian books in the second half of the elementary school (fourth grade) based on Guilford's creativity factors
Subject Areas : Planning science
Maryam Vahedi
1
(Yasouj University)
Zainab Rahbar
2
(Belhazar Yasouj University)
hadis Khasht Zar
3
(Hormozgan University)
Keywords: Content analysis, Persian book, elementary level, Gilford creativity factors, convergent thinking, divergent 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 (fourth grades) based on Guilford's creativity factors. It has been determined based on the Persian book statistical society, and the measurement tool is the content of two Persian books, i.e. reading and writing books (in the fourth grades) and the researcher-made form. In order to analyze the content, the registration unit 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% in the fourth grade, Scott's 94.66 and with the agreement coefficient method of experts at 90% in the sixth grade, 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 using the frequency difference test formula, relying on the chi-square (chi-two) single-variable formula, were analyzed. The results of this research showed that: Most of the content and images of Persian books (reading and writing) of each level are at the level of cognitive memory, and less attention has been paid to the level of divergent and evaluative thinking. In addition, based on the results obtained in the activities and exercises of both books, it has been shown that in the sixth grade level of convergent thinking, 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 thinking in writing exercises. In the fourth grade, more attention is paid to cognitive memory.
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