Document Type : Original Article
Authors
1
1. MSc Student in Psychology and Education of Children with Special Needs, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and psychology, University of Isfahan, Isfahan, Iran.
2
2. MSc Student in Psychology and Education of Children with Special Needs, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and psychology, University of Isfahan, Isfahan, Iran.
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3. Full Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and psychology, University of Isfahan, Isfahan, Iran.
10.22111/cee.2026.53944.1007
Abstract
This study aimed to conduct a content analysis of supplementary science textbooks for grades seven, eight, and nine in lower secondary education for gifted students, based on Sternberg and Karami’s (2024) theoretical framework of transformational creativity. This framework emphasizes four main components: self-transformational creativity, others-transformational creativity, transformational creativity, and quasi-transformational creativity, which can serve as a basis for evaluating educational content.The research employed a quantitative approach of descriptive content analysis. The aforementioned textbooks were examined using a structured checklist encompassing the four main components of transformational creativity. The findings indicated that in the Grade 7 science textbook, the primary focus was on self-transformational creativity, accounting for 40% of the total content. Others-transformational creativity ranked second with a 34% share. Transformational creativity represented approximately 16%, and quasi-transformational creativity had the smallest share at around 10%. A similar pattern was observed in the Grade 8 textbook, with self-transformational creativity showing the highest frequency at 42.31%, others-transformational creativity at 32.69%, transformational creativity at 15.39%, and quasi-transformational creativity at 9.61% of the content. In Grade 9, although self-transformational creativity remained prominent at 41.37%, the share of transformational creativity increased to 17.24%. Others-transformational creativity accounted for 32.76%, and quasi-transformational creativity for 8.61% in this grade. Overall, the textbooks emphasized individual creativity, while social and ethical dimensions received less attention. Variations across grades indicate a lack of cohesion in the instructional content.The study demonstrates that the educational focus is primarily on individual creativity, with social dimensions less emphasized. Therefore, revising the content of science textbooks to strengthen multidimensional creativity is essential.
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