Fostering Creative Thinking through Redesigning Elementary School Textbooks: A Content Analysis of the Third-Grade Social Studies Textbook

Document Type : Original Article

Author

Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran

Abstract

Objective: This study was conducted with a novel perspective on creative thinking, aiming to identify its core components within elementary-level textbooks. The research first conceptualized the elements of innovative thinking in elementary education materials, and then applied this framework to systematically analyze the third-grade social studies textbook in the Iranian elementary curriculum.
Method: The research methodology employs a mixed-methods approach, integrating qualitative and quantitative content analysis. Initially, inductive content analysis was utilized to identify and elucidate the components of creative thinking. A systematic review was conducted to gather credible and up-to-date sources. Inclusion and exclusion criteria and protocols for evaluating and selecting reliable sources were established. Out of 36 collected sources, 14 were selected, all of which were English-language publications dated between 2020 - 2024. Following coding and the clarification of primary and secondary categories, six components were identified as criteria for creative thinking in the textbook. Quantitative content analysis was performed to examine the third-grade elementary textbook’s alignment with the application of thinking components. The sample for analysis was the third-grade social studies textbook. Data collection was conducted using a researcher-developed checklist, the validity and reliability of which were confirmed. Quantitative data were analyzed using descriptive statistics, the chi-square test, the Monte Carlo R test, and the statistical software in Stata.
Results: The six components identified as elements of creative thinking in the textbook design include: cultivating open-mindedness, creative problem-solving, STEAM-based content, encouraging teamwork and project-based activities, integrating interactive and smart technologies, and strengthening analytical and success-oriented intelligence. The chi-square test revealed no statistically significant difference in the distribution of creative thinking components across textbooks (p > 0.05). While thinking components are incorporated into the textbook, there is an imbalanced emphasis on specific elements: analytical intelligence and STEAM dominate all sections, whereas open-mindedness and technology, particularly in visuals and questions, are underrepresented.
Conclusion: Creative thinking components such as fostering open-mindedness, solving creative problems, STEM-based textbook content, encouraging teamwork, offering project-based activities, utilizing interactive and smart technologies, and enhancing analytical and successful intelligence should be balanced in the design of writing, images, activities, and questions in textbooks.

Keywords

Main Subjects

References

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Learner-based Curriculum and Instruction Journal
Volume 4, Issue 3 - Serial Number 15
December 2025
Pages 144-161

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History

  • Receive Date: 28 February 2025
  • Revise Date: 12 April 2025
  • Accept Date: 13 April 2025
  • First Publish Date: 22 November 2025
  • Publish Date: 22 November 2025

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