Preliminary communication
https://doi.org/10.32903/zs.65.1-2.10
Convergent-Integrative Thinking and Divergent-Exploratory Thinking Tasks in Elementary School Textbooks: A Content Analysis
Ivan Alagić
; Udruga Klikeraj, Osijek, Republika Hrvatska
Abstract
This study examines textbooks' content and is focused on the types of tasks included and possible impact of task setting on the development of creative thinking in students. Creativity as a phenomenon and problem of fostering creativity during the school education has been a topic of many discussions and research during the second half of the 20th century. Recent perspectives on creativity consider significant influence of environmental factors on its development. Institutionalized education and teaching undoubtedly have significant influence on cognitive development. Textbooks as teaching assets are still present in modern day classes. The lack of tasks that would demand creative thinking from the student is a well-known problem and it was explored both in Croatian and foreign samples. A content analysis was conducted for the purposes of this study. Sample included elementary school textbooks published by four publishers in Croatia appropriated for the first four grades. Tasks included in analysis were those which demand convergent-integrative thinking and divergent-exploratory thinking. Results confirm previous research so it can be concluded that the amount of divergent-exploratory thinking tasks in textbooks is not sufficient to evoke creative potential in students.
Keywords
Cognitive development; creativity; tasks; thinking; textbooks
Hrčak ID:
233546
URI
Publication date:
2.12.2019.
Visits: 3.378 *