An Investigation of the Creativity Components in the Farsi Textbooks of Elementary Education in Iran

The main purpose of this research is to determine the extent to which creativity components are taken into consideration in the Farsi textbooks of Iranian elementary education. Accordingly، creativity criteria were first determined through a combination of Guilford’s and Bickards’ creativity models. And “paragraph” was adopted as the unit of analysis. Consequently، contents، exercises and pictures of five elementary Farsi textbooks were analyzed، using William Romey’s technique for content analysis. Results show that، with regard to creativity components، the Index of Student Involvement (ISI) for the first- and second-grade Farsi textbooks were below the average (i. e. less than one) and for the third-، fourth- and fifth-grade textbooks were above the average (i. e. more than one). Thus، it is highly recommended that the national organizations in charge of elementary education curriculum development should restructure and reorganize both the content and pictures of Farsi textbooks.