حمزه برزگر

The present research was conducted with the aim of analyzing the content of second cycle primary school science textbooks based on Plesk's model of creativity. It was an applied research in terms of method, and in terms of data collection, it was a descriptive study with quantitative content analysis design. The research population consisted of the science textbooks of the second cycle of primary school in the academic year 1400-1401. The entire content of three textbooks was examined as the sample. The research tool was Plesk's Creativity Content Analysis Checklist (2008), based on which creativity was analyzed in terms of the three components, including the principle of attention, escape, and mobility. To check the validity of the tool, the opinions of the professors of the department of curriculum planning in Tabriz University were used. They confirmed the content and form validity of the checklist. To determine the reliability of the tool, Scott's coefficient of agreement was used, which was computed as 0.86. Descriptive statistics and Shannon's entropy were used to analyze the data. The results showed that the reflection of the attention-grabbing component with an importance coefficient of 0.346 was in the first place, and the purposeful observation component with an importance coefficient of 0.340 was in the second place. Also, the concept extraction component was in the third place with an importance coefficient of 0.314. As far as the principle of escape is concerned, the reflection of the replacement component with an importance coefficient of 0.168 was in the first place, the combination component with an importance coefficient of 0.167 was in the second place, and the attention to the detail component with an importance coefficient of 0.152 was in the third place. Also, the diminution component with an importance coefficient of 0.143 was ranked as fourth; the flexibility component with an importance coefficient of 0.140 was ranked as fifth, the evaluation component with an importance coefficient of 0.132 was in the sixth place, the amplification component with an importance coefficient of 0.097 was ranked as seventh and the inversion and magnification with an importance coefficient of 0 was ranked as eighth, in terms of importance. Also, as far as the principle of mobility is concerned, the reflection of the component of application in practice in the fourth grade with an importance coefficient of 0.431 was in the first place, in the sixth grade with an importance coefficient of 0.342, it was in the second place and in the fifth grade with an importance coefficient of 0.227, it was in the third place.  Based on the results, it can be concluded that attention to the components of extracting concepts in the principle of attention, inversion and magnification components in the principle of escape and also attention to the principle of mobility is not optimal, and the designers of the second cycle primary school experimental science curriculum should pay special attention to these components to increase the students' creativity.

Following the outbreak of the Corona virus, the virtualization of schools and the need to continue education in the school year, teachers were forced to provide education on social networks (Shad). The main purpose of this study was to understand the lived experience of elementary school teachers of the challenges of e-learning in social networks due to the prevalence of coronavirus, which was done using a qualitative approach and phenomenological method. Semi-structured interviews were used for data collection method. Accordingly, with the purposeful sampling approach and standard method, teachers and schools that were in the forefront of virtual education and experienced teachers were selected and based on theoretical saturation, finally 20 people were interviewed. The interviews were analyzed using the Claysian model and the content analysis method. After thematic extraction and categorization, the challenges of e-learning in social networks fall into five main categories: problems for students and parents; Problems with teachers; Problems with content production; Organizational problems and evaluation problems were classified, each of which had subcategories. Based on these findings, it can be concluded that despite the problems and challenges mentioned by teachers, designing a coherent and effective infrastructure to provide virtual education is necessary.