Content analysis of science books help cycle the creative process and the principles of Plesk
Subject Areas : Creativity and innovation from psychological, epistemological, educational and pedagogicalAli Reza Assareh 1 , Gholam Ali Ahmadi 2 , Samieh Shahmir 3
1 - نویسنده
2 - نویسنده
3 - نویسنده مسئول
Keywords: Creativity, Content Analysis, teaching, science text-books, Plseks,
Abstract :
Background: The main problem in teaching children creative use of educational contents and the various methods of problem finding, creativity and thought and science textbooks, including a significant role in building creative skills, and content development for fostering creativity. Purpose: The purpose of the present research is to analyze the contents of the junior high school (secondary education) empirical sciences tent-books from the Plesk teaching creativity model perspective. Method: The research method is descriptive research and content analysis type. The statistical society was secondary education empirical sciences text-books in the academic year of 2010-2011. The sample size was selected equal to the society size. The research tool was the content analysis form with regard to Plseks teaching creativity model. Result (s): The secondary science text-books we can see that the total 1389 units sciences Books secondary932, passive components and 457 there is an active unit of 457 active unit,143 the first principle of (the attention) and 314 of the second principle (the escape) are consistent with the pattern of creative education the third principle is generally neglected. Conclusion: The obtained results indicated that the degree of involvement in the parameters of Plseks creativity model in the empirical sciences text-books in all the three courses or programs of secondary education was very low. Accordingly, the contents do not conform to the Plesk creativity principles and hardly can be effective in generating and fostering creativity in learners.
