جستجوی مقالات مرتبط با کلیدواژه « اجتماع پژوهشی » در نشریات گروه « علوم تربیتی »

This research aimed to investigate the effect of the extended stages of the management model of P4C (philosophy for children) focusing on the research community, on the development of reasoning (thinking) skills of sixth-grade students, using a semi-experimental method of pre-test-post-test type with a control group. From the sixth grade of Ammar Boys Primary School (Alborz Province), as an available sample, a class of 30 people was randomly selected as the experimental group and a class of 30 people was chosen as the control group. Classroom teaching in the experimental group was by implementing the developed stages of the management model of P4C, focusing on the research community during a period of six weeks, with two sessions per week. Reasoning Skills Questionnaire including 50 three-choice questions that indicate 22 skills in reasoning with validity and reliability approved by experts was used. The results of descriptive and inferential statistics comparing the two experimental and control groups using the mean, standard deviation, and covariance analysis showed the significant and positive effect of the mentioned model on the development of reasoning skills of sixth-grade male students. Therefore, the research on the generalization of the application of the mentioned model in the official curricula of sixth-grade students in our country was recommended.

This study seeks to analyze the content of the fourth-grade textbooks based on the components of the philosophy for children curriculum and spiritual intelligence. Descriptive research methods of library document analysis and content analysis were used. To this end, the text of library documents and all fourth-grade textbooks were analyzed to identify the components. Research tools included a checklist and a researcher-made content analysis list. The research tools were validated and confirmed by experts in research, philosophy for children and curriculum development. The reliability of the tools was evaluated and confirmed by Cronbach's alpha of 93%. Shannon's entropy was used for content analysis, which revealed the personal outcomes of philosophical thinking with the highest coefficient of significance (0.597) and the nature of philosophy with the lowest coefficient of significance (0.052).

The present study seeks to explain the dimensions and components of the curriculum of philosophy education for children through the research community based on spiritual intelligence and its analysis in the content of five High level documents including the document of fundamental transformation of education, national curriculum, comprehensive map. The country's science, constitution and final document are a 20-year vision. The research method is descriptive and includes documentary analysis as well as content analysis and its approach is also applied. The analytical community also includes texts related to the dimensions and components of the curriculum for teaching philosophy to children through the research community based on spiritual intelligence, as well as the text of the documents, which, due to the nature of the subject and the limitations of the research community, the whole statistical community was examined and analyzed. The measurement tools, the filing form, as well as the researcher-made content analysis list were created, and qualitative documentary data were analyzed using descriptive indicators in the Shannon entropy process, and the conceptual framework of the Fabak curriculum was based on documents and Related documents have been compiled in 4 main components and 49 sub-components. The results of Shannon's entropy content analysis showed that in reviewing 5 documents of the above documents, the mentioned components did not have normal distribution and the component of social consequences of philosophical thinking with 1270 cases had the highest frequency and the component of philosophy with 47 cases had the lowest. It has a lot to offer and is neglected.

The aim of this study was to determine the effectiveness of teaching philosophy to children through the research community method for students' academic anxiety. The research method was quasi-experimental in which a pre-test-post-test design with a control group was used. The study participants included 40 sixth grade elementary students in Maragheh in the academic year 2019-2020.  who were randomly selected by cluster sampling and randomly assigned to each of the experimental and control groups. Research instruments include the Academic Anxiety Scale (Philips, 1978), which has four components: fear of assertiveness, lack of self-confidence, physiological reactions, and test anxiety. In the experimental group, teaching philosophy to children was used by the research community method and in the control group, the traditional teaching method was used. Multivariate analysis of covariance was used to analyze the data. The results showed that teaching philosophy to children through the research community method has a significant effect on reducing academic anxiety (P = 0.001, F = 31.126). Also, the effectiveness of teaching philosophy to children through sociological research method in reducing test anxiety (P = 0.001, F = 47.884), physiological reactions (P = 0.001, F = 38.866), fear of assertiveness (0.001). P = 37.480 = P) and students' lack of self-confidence (P = 0.001, F = 37.55) were significant. Therefore, applying the method of teaching philosophy to children through the research community method has a great effect on reducing students' academic anxiety.

The purpose of this study was to investigate the effect of the stories from the Fatima,s style life on the moral development of students using the philosophy for children program. The study was applied in terms of purpose and in terms of quasi-experimental method. In this study, a pre-test-post-test design was used with two groups of control and experience. The statistical population of the study consisted of all sixth grade female students in Shahrbabak primary schools. They were selected using random sampling and randomly assigned to two groups of 112 subjects. In the first stage, both groups responded to the pre-test questionnaire. In the next stage, the stories taken from the biography of Hazrat Fatemeh were told to the experimental group in 10 sessions of 45 minutes. But the stories were not presented to the control group and the students in this group did not have any conversations or questions or answers. At the end of the sessions, the questionnaire was presented again in the experimental and control groups. The data gathering tool was a researcher-made questionnaire with a five-point Likert scale. Validity of the questionnaire was based on the Delphi method and using the views of the education specialists. Reliability of the questionnaire was obtained using Cronbach's alpha test, which indicates a high or acceptable reliability (more than 0.8). At this reasearch the components of moral development were: righteousness, acceptance of responsibility, helping others, honesty, keeping one's promise and forgiving the mistakes of others. ...

The present study seeks to analyze the content of fifth grade elementary textbooks based on the components of the philosophy for children curriculum based on spiritual intelligence. To this aim, descriptive research method is used which includes documentary analysis as well as content analysis. The corpus which is analyzed to identify the dimensions and components (4 main components and 49 sub-components) includes the text of the library documents as well as all fifth-grade elementary textbooks. The measuring instruments, checklists and also the researcher's content analysis list and research validity are validated and confirmed by research experts and experts in philosophy for children and curriculum planning. The reliability is evaluated by Cronbach's alpha calculation of which shows 93%. In content analysis, using Shannon's entropy, the component of individual consequences of philosophical thinking with the coefficient of significance of 0.564 has the highest and the component of philosophy with the coefficient of significance of 0.027 has received the least attention.

The aim of the present study is to investigate the effect of Pedagogical a pproach of philosophy for children on the questioning Skills of first gradeelementary students in Science. A experimental method and pre test-post test design with control group were implemented to have the research hypotheses tested. All first grade male elementary students in Dasht e Arzhan district during school year of 2017-18 were selected as the statistical population of the research. Two schools were selected through random sampling and first grade students of both were determined to be experimental and control groups respectively. The training course was performed through Lippman's "Philosophy for Children"and community research by using a collection of thoughtful stories titled " How to Raise Children's Philosophical Ability and then the post test was conducted for both groups. By having Fisher's questioning measurement test as research tool, it was found out that the pedagogical approach of philosophy for children had positively affected the questioning skills of students in Science and based on Bloom's cognitive field there was a significant difference between the levels of questions belonged to the experimental group in pre test-post test and eventually the information-based questions of students in pre test had been upgraded to evaluative and analytical level in post test. Based on this and in order to increase the questioning skill, it was proposed that the pedagogical approach of philosophy for children is advisable to be implemented in Science course as a teaching method.

The purpose of this research was to investigate the Effect of "Philosophy for Children" Education on Resiliency of Elementary Students.This experimental study was carried out in a semi-experimental and control and experimental group. To this end, a sample of 30 students from 10 and 11 years old in Baneh was selected. They were randomly assigned into two groups of 15 individuals. The training was conducted for the experimental group in 16 sessions per hour, but the control group continued to work without training. The training was conducted using the Lippman philosophy for children Program through the formation of a research community using 12 stories. The research tool was Conner and Davidson's sustainability scale.Data were analyzed using covariance analysis. the results of the data analysis indicated that the teaching of philosophy for children had a significant effect on resiliency and its components, and increased the number of students in the 10 and 11 years old.

The present research aims at studying the contents of Mathnavi stories based on Lipman's view about the components of philosophical thinking. To achieve this goal, the researchers have tried to extract and organize the components of philosophical thinking from Lipman’s works using the inductive content analysis method.
After studying Lipman’s works, the dimensions of philosophical thinking were divided into three categories of critical, creative and caring thinking. In the second part, using the deductive method of content analysis and based on the theoretical framework provided in the first part, the components of philosophical thinking were identified and analyzed in two stories of Mathnavi.
The Findings show that both stories, because of containing components in various aspects of philosophical thinking, can well develop this kind of thinking. After analyzing the stories, In order to be used in community of inquiry, was an educational guide was developed for each in two parts of discussion and practical activity, wherein questions and exercises related to the content of the stories and their components are suggested.

To help Turkmen bilingual students improve their language skills of listening, speaking, reading, and writing, it was hypothesized that if the method used in teaching these skills were the same as that used in teaching philosophy to children revolving around the notion of community of enquiry, students’ language skills would develop. To test this hypothesis, a cluster sample of 103 third graders, selected in stages from among all third graders in North Khorasan Province, was divided into two groups of experimental and control with equal number of boys and girls in each group. All groups were pretested on language skills using a test constructed for this purpose and with adequate validity and internal consistency. The experimental groups went through a twenty-session course wherein the said model was utilized, while the control groups spent the time learning the skills regularly. All groups were post-tested. Data analyses revealed that the experimental groups’ skills improved much better than those of the control groups. No significant difference was observed between male and female students. Hence, the use of this method is recommended.

The purpose of this study was to examine the effects of teaching philosophy by using the community of inquiry method on the moral judgment development in students of the fifth grade in primary of Ahvaz. The population of this research was all the students in the fifth grade in Ahvaz, and we chose 120 girl and boy students (60 in experimental group and 60 in witness group) by cluster sampling. For data gathering in this research, the moral judgment test was used (MJT). The data were analyzed via one variable co-variance. The findings show that teaching philosophy by using the (COL) method has a positive effect on the moral judgment development of students of the fifth grade both girls and boys without any significant difference, and equal effect on their moral judgment development. The findings of this study are coherent with research findings in other countries.