Content analysis of science textbook based on Guilford's creativity factors

The present research entitled “content analysis of science textbook based on Guilford’s creativity factors". Analyzing the content of science textbooks could have an important role to enhance the content and pupil's creativity levels respectably. The research method is descriptive and a content analysis type. The statistical society of this research included a second guidance year experimental science textbook in the academic year of 1389-90. The sample volume is equal with statistical society. Instrument of this research is a researcher made form of content analysis depending on Guilford’s creativity factors. To analyze the content of second guidance year experimental science textbook a coding schema has been used. This work was conducted in three stages, in the first stage, the book was divided into four parts (text, assignments and activity, images and tables). In the second stage all units in all parts of the desired class were matched with Guilford’s creativity parameters and were recorded in related tables. In the third stage, those units which were in the high level of Guilford’s creativity factors were identified and counted. Validity of research tools based on education expert opinion was notable and reliability tools based on Holsty formula and 93% was calculated. Data using descriptive statistics (including frequency and percentage) were analyzed. The most important issue in educating the creative children is making use of appropriate teaching contents.Result (s): The results showed that the second guidance year experimental science textbook focus too much on the level of cognitive memory and convergent thinking and has poor attention on divergent and evaluation thinking. The results indicates the point that in content of second guidance year experimental science textbook, There is no appropriate balance between different levels of Guilford’s creativity.