Jamalodin Koolai Nezhad; Sahra Faramarzai; Fozieh Abdipoor; Farough Abdipoor
Abstract
The present research has been carried out with the aim of evaluating Farsi book’s contents of elementary sixth- grade based upon Gilford’s creativity factors including memory cognition, convergent and divergent thought, and evaluative judgment. The statistics society of the entire Farsi book’s ...
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The present research has been carried out with the aim of evaluating Farsi book’s contents of elementary sixth- grade based upon Gilford’s creativity factors including memory cognition, convergent and divergent thought, and evaluative judgment. The statistics society of the entire Farsi book’s contents contains text and test in the academic year 1391-92. The collection tool of this research’s data is the researcher- made contents analysis form based on Gilford’s creativity indexes. Its justifiability has been gained by getting professors’ opinions of study planning & educational psychology and tool permanency from integrating and operating definition of Gilford’s creativity indexes and selecting 0.20 contents of the above mentioned book through using Cronbach’s alpha was assessed 0.85 percent. The survey of the adjustment rate context in text with Gilford’s creativity indexes showed that cognitive level with an explanation for .0.94 of the book’s contents had the most significance followed by 4.61, 0.80, 0.23 for divergent thought, convergent thought, and evaluative judgment respectively. Concerning self-evaluation adjustment, it is true to say that convergent thought, cognitive memory, and divergent thought have scored 40.7, 31.48, and 27.77 percent respectively. It could be possible to reach this conclusion that in Farsi book’s contents of elementary sixth- grade, therefore, cognitive memory has received more attention than the high levels of creativity and most attention has also been paid to divergent thought in self- evaluations.
Jamalodin Kolaeinezhad; Kazem Hassani; Fouziyeh Abdipour; Sahra Faramarzi
Abstract
This research aims to know Kurdish auxiliary schoolbook based upon combined method and its influence on reinforcing reading and writing in elementary first grade Persian book named “ Bekhanim and Benevisim” among bilingual children of Marivan in school year 1391-92. Certain test based on ...
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This research aims to know Kurdish auxiliary schoolbook based upon combined method and its influence on reinforcing reading and writing in elementary first grade Persian book named “ Bekhanim and Benevisim” among bilingual children of Marivan in school year 1391-92. Certain test based on specifications, content- narrative table was performed to gain information and first-grade teachers and scholars were asked to survey test content in a systematic way evaluating its connection with content scope. Five teachers confirmed that test questions do reflect sufficiently content scope and the content had been extracted from schoolbooks themselves. The content was also validated by professors (consultant and guiding professor) after adjusting and its consistency had been determined 0.7 by Cronbach Alpha which shows that consistency is favorable after testing. Since there were more variables than a dependent one, a multivariate variance has been implemented to analyze. The results in this research showed that teaching Kurdish auxiliary schoolbook based on combined method between control and test groups in regard to reading in the first step, namely learning step of reading, writing in the step of handwriting, and writing in dictation phase is to the benefit of test group in general. Consequently, teaching Kurdish auxiliary schoolbook based upon combined method reinforces and strengthens reading and writing in first grade Persian book named “Bekhanim va Benevisim” of bilingual children.
