The Analysis of Course Books in Elementary School with an Emphasis on High Levels of Cognition

The present research aimed to examine the course books in elementary school with an emphasis on high cognitive levels. The sample included the science books in the first, second and third grade of elementary school, which were analyzed within content analysis framework as well as through quantitative method. The results showed that the objectives related to the cognitive skills accounted for 6.5 percent of all objectives. Therefore, it can be inferred that high levels of cognition scope have not been addressed in the science books; consequently, the innovation and critical thinking would not be encouraged for students in elementary school. Findings also showed that although the comprehension levels comprised the highest percentage of objectives, the proportion for analysis, innovation and creation were reported less than 18 percent. With regard to the results, it can be concluded that it would be necessary to review the science course books in order to include high levels of cognition and critical thinking for better enhancement in content.