Investigating the Level of Attention to Creativity in the Chemistry ‎Book (1) of the 10th Grade of the Secondary High School Based on the Model of ‎Gilford's Creativity.

The main purpose of this research is Content analysis of the Chemistry ‎book (1) of the 10th grade of high school based on the model of ‎Gilford's creativity. In terms of purpose and method, this research is applied and used qualitative and quantitative methods respectively and in terms of data collection, a descriptive survey type content analysis has been used. The ‎statistical population of this study is the content of the chemical textbook (1) of the ‎tenth grade of high school in the academic year 1398-99 and the sample size ‎is equal to the size of the statistical population. The tool of this research is a researched ‎content analysis form based on the factors of Gilford's model of creativity. Validity of research tools based on educational expert opinions was notable and reliability tools based on Holsty formula was calculated 93%. To analyze the ‎content of the chemical textbook (1), the 10th grade of high ‎school is based on a coding scheme (three steps). Data were analyzed by Shannon Entropy Method. Findings show that in the text and images of the book, cognitive memory is the most significant coefficient and in "Did you know", "questions" and "thinking together" of the book, Divergent Thinking is the most significant coefficients. Also, for the entire content of the book, Divergent thinking with information load of (0.86) and significance coefficient of (0.31) has the highest degree of importance.