Review of the Content of Elementary School Science Books in Iran Based on Cognitive Load Theory

Abstract

This study analyzes the content of elementary science textbooks in Iran using Cognitive Load Theory indicators and content analysis methods. The text, questions, and images in the textbooks were examined using a categorization questionnaire and quantitative content analysis based on the Shannon entropy technique. Data collection involved a categorization table and a checklist of John Sweller’s cognitive load components. Findings showed that in intrinsic cognitive load, "providing small amounts of information at each stage" (14.89%) was the most emphasized component, followed by "demonstrating relationships between elements" (14.57%), "breaking content into smaller sections" (14.56%), and "providing worked examples" (13.99%). For extraneous cognitive load, "distinguishing each step of problem-solving" (24.66%) received the most attention, while for germane cognitive load, "using more examples" (26.32%) was the most emphasized. Based on these findings, it is recommended that science textbooks for elementary students be organized as short stories to enhance learning and comprehension.