Vol. 6, Issue 9, Part D (2020)

Abstract
The purpose of this study was to compare the components of creativity in the content of the curriculum of experimental sciences in Iran and Afghanistan from the perspective of Plesk's Creativity Training Cycle which can provide the ground for creativity, innovation, and thinking. The statistical population of this method was the fourth, fifth and sixth-grade science books of the two elementary schools of the two countries and was classified and analyzed according to the content analysis list based on the components of the Plesk Creativity Training Cycle. The results showed that the creative components in the content of the experimental science curriculum of both countries were highest in the aspect of mental readiness, concept extraction, purposeful observation and flexibility and decreased in the stages of imagination, development, and action, respectively. The content also emphasizes more memory and less attention to other aspects of creativity. Overall, the content of the experimental Science Curriculum in Iran 742 and Afghanistan 669 is a creative 87 in the fourth-grade book and 10 in the sixth-grade textbook compared to the content of Afghanistan's empirical science curriculum and in the fifth grade in the country 24 in comparison with the fifth grade textbook in Iran. Observing the components of creativity in the preparation and development of an empirical science curriculum provides the basis for the process of creative education and nurturing.