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

.
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 and 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 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 interpretation.
elements of creative thinking 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 textbook (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.

.