جستجوی مقالات مرتبط با کلیدواژه « philosophy for children » 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.

To improve children’s writing skills through philosophy one could look at a novel such as Suki Novel and its Instructional Manual for use in philosophy for children program to see what the requirements of writing ability are indicated to be in the novel, and how these requirements can be strengthened. To this end, the content analysis of the novel and its manual revealed the purpose of writing is creation and regeneration of thought through words. As such, it is the mission of any educational system to help with improvement of writing ability in children by emphasizing skills such as defining, exemplifying, categorizing, and clarification of concepts, mental exercise, storytelling, discovering ambiguities, and reasoning. Such skills not only strengthen the writing ability constituents, but help students with writing both beautifully and logically.

The aim of this study was to investigate the effect of teaching philosophy to children on the quality of interaction between teachers and female students First High School. The study methodology was quasi-experimental study with pretest-posttest design by control group. Statistical society included all female students of the first high school level in Tabriz city in the academic year of 2017-2018 that among them a sample of 60 students were selected by cluster sampling method and were assigned in both control and experimental groups randomly. Data were collected using Teacher-student interaction questionnaire (QTI) that validity were evaluated by the opinion of experts and the reliability by alpha Cronbach was 0.87. The philosophy education program for treatment group was performed in the form of community of inquiry method during 11 sessions. For data analysis Spss23 software were used. The results showed that the Teaching Philosophy to Children as much as 68% is effective on students' individual differences in the interaction between teachers and students. Data analyses indicated teaching philosophy to children can have positive effects on quality of interaction between teachers and female students first high school.

The purpose of this study was to analyze the ontological content of Masnavi Stories based on the content approach of teaching thinking and its relevance to religious education in primary school. To this aim, the theoretical foundations of teaching thinking and religious education are presented via the method of qualitative content analysis. Then, given the criticisms of memory-based education, among the existing approaches, the content approach is explained and the ontological themes in this approach are introduced. Finally, the stories from Masnavi related to the philosophical ontological fields (theology, cosmology, and anthropology) are introduced and it is shown which of the philosophical fields is inside each story and whether they are suitable to be utilized in the religious education program of the elementary school. It is also stated that the anecdotes in Masnavi need to be rewritten based on a content approach so that these stories, which have a high literary richness, should be simplified to provide the ground for reflection and thinking in the class and meet the religious education objectives of the elementary school _ mainly familiarity with the topics of theology, cosmology and anthropology_ in more appropriate form.

This study determined the Effectiveness of ‘philosophy for children’ education on moral competences of high school girl students in Gorgan. The method of the study is semi-experimental by using pretest-posttest plot and control and experimental groups. The statistical population included all high school girl students in Gorgan in the academic year 2019-2020. The experimental and control groups were each assigned 30 students by random sampling. The experimental group attended twelve 90-min education sessions. Data collection was performed via the Moral Competency Inventory Measurement Instrument by Martin and Austin (2010). Validity and reliability of the tool were confirmed according to experts’ ideas and Cronbach’s alpha coefficient (0.879), respectively. Data analysis was carried out through ANCOVA in SPSS (version 21). The results revealed that philosophy for education program has positive and significant effect on the students’ moral competences with the effect size of 0.911 (F=585.763; p<0.05). Furthermore, the findings of this study indicated the positive and significant effect of philosophy for education program on eight attributes of moral competences among the students. Therefore, it can be concluded that the use of indirect program such as philosophy for children can improve moral competences among students.

The Blended learning approach refers to the combination of the traditional teaching methods in the form of face-to-face with equipment based on the application of technology.The aim of this study was to investigate the effectiveness of philosophy for children program based on Blended learning approach on critical thinking of second elementary students.A quasi-experimental method with a pretest-posttest design with a control group was used. The statistical population included all female students in the second period of elementary school who were studying in one of the public schools in Tehran in the academic year 1401-1400. Using multi-stage cluster sampling was selected region 14, then Abuzarghafari girls' primary school was selected and 40 people were selected from the statistical population and randomly assigned to the experimental group (20 people) and the control group (2 people). Data collection tool was Watson and Glasser (1994) Critical Thinking Questionnaire. The experimental group underwent educational intervention in 11 sessions and the control group did not receive this intervention. In the online part were used the model platform and in the offline part were used multimedia and educational animations.In order to analyze the data were used statistical methods in Two levels of descriptive (central and dispersion indices) and inferential (analysis of covariance).The results showed that after adjusting the pre-test scores, there was a significant difference between the experimental and control groups in the variables of critical thinking (P <0.05). Findings showed that the implementation of philosophy for children program based on Blended learning approach had the greatest effect on the component of identifying assumptions, then the component of inference and then the component of evaluating reasons and the component of inference and the least effect on the component of interpretation.Implementing a philosophy for children program based on Blended learning approach can be used as an appropriate intervention tool to improve the critical thinking components of elementary school students.

The aim of the present study was to investigate the effectiveness of education based on "Technology Application Model in Philosophy for Children" program on critical thinking of talented second grade students.The research method was quasi-experimental with a pretest-posttest with a control group design. The statistical population included all talented male students in the second year of elementary school who were studying in one of the public schools of Tehran in the academic in year 1399-1400. Using multi-stage cluster sampling method, 40 talented students were identified and randomly assigned to the experimental (n = 20) and control (n = 20) groups.Statistical sample of the research was completed before and after training, Watson-Glears Critical Thinking Questionnaire, which was the tool of this research.The training was designed based on the educational model of using technology in the philosophy for children program and was performed in 10 sessions for the experimental group and the control group was trained in the usual way.In the online section were used from the Grasp platform And in the offline section were used Multimedia and educational animations. Statistical methods were used to analyze the data at two descriptive levels of mean and standard deviation and inferential multivariate covariance.The results showed that after adjusting the pre-test scores, there was a significant difference between the experimental and control groups in the variables of critical thinking (P <0.05).The results of this study, in line with other studies, showed the positive role of using the capacity of technology in the philosophy for children program and improving the critical thinking of talented students.According to the research findings, it can be suggested that this model be used as an executive solution for one of the major goals in the document of fundamental transformation of education "intelligent use of new technologies in the formal public education system based on the Islamic standard system."

This article examines the characteristics of philosophy stories for children, in order to determine the possibility of using the features of these stories in children's creativity. In the first part of the article, the characteristics of Fabak stories are explained. In the second part, the functions of philosophy stories for children are shown on children's creativity.

This research was qualitative content analysis in terms of qualitative approach and method of analysis. Data were collected from scientific documents and texts, including books and articles, using the keywords of creativity, fiction, philosophy curriculum for children, the functions of fictional stories, fictional elements in children's creativity. Based on the inclusion and exclusion criteria, 29 articles and 21 book covers were included in the study.The findings showed that the features of the stories of the Fabak program, despite the basis of questioning and philosophical concepts, the topics of reasoning and thinking, as well as the philosophical topics related to the ways of children's lives in the dimension of daily life and in the dimension of community intersubjectivity, the reconstruction of the research community and some processes such as literary components And educational and activity-oriented patterns such as the pattern of writing, discussing and practicing in the story have an effect on the development of children's creativity.

The improvement of children's creativity and questioning spirit is based on the use of elements and functions of the features of Fabak stories.

The present study was conducted to design a philosophy curriculum model for preschool children aged 3 to 5 years based on nine elements of Klein. To achieve this goal, has been used synthesis method in pattern design. The scope of research was documents in the field of philosophy for children which by purposive sampling 50 articles (25 Persian articles and 25 Latin articles) was selected. The philosophy curriculum model for children was designed based on nine elements of Klein. The findings of this study showes 13 main components of philosophy curriculum for children, which are: principles of philosophy for children, characteristics of philosophy for children, goals, attention to age, educational resources, stages of teaching philosophy, teaching methods, teacher characteristics, learning methods Learning activities, assessment methods, implications of the philosophy curriculum for the child.

The purpose of this study is to investigate and infer the advantages of philosophical stories and its applications as textbooks.

The research method is descriptive-inferential (progressive analysis). Sources reviewed include stories presented by P4C pioneers. To explain the necessity of philosophical stories as textbooks, the concept of philosophy is examined from the perspective of the founders of the P4C program and their reasons are given that the questions of children and adolescents can sometimes be found only in philosophical exploration. Then, the importance of symbolic explanation and philosophical capabilities of the story from the perspective of the founders of the P4C program is discussed.

According to the results, according to the founders of the P4C program, these stories are not only useful but also necessary to achieve the goals of education. It can be concluded that philosophical stories have good potential for use in curricula, and from the point of view of the viewers of the P4C program, they have the advantages of being attractive, thought-provoking, more vivid than other texts, and linking class topics to the text of students' lives.

Based on the results, it seems that stories in all fields of knowledge can lead to students' cognitive construction with the help of classroom exploration.

The purpose of this study was to investigate the impact of teaching philosophy to children on epistemological beliefs and learning environmental concepts in 11th- grade students. The research method was quasi-experimental and pre-test-post-test with a control group. The statistical population consisted of 11th- grade students in Arak city, 44 of whom were selected by convenience sampling method and were randomly divided into two groups of 22 control and experimental groups. Subjects in the experimental group were taught human and environmental lessons for 12 sessions based on the principles of the philosophy for children program. Whereas in the control group the training method was conventional. Data collection tools were Schumer's Epistemological Beliefs Questionnaire (1990) and a researcher-made environmental concept test. Analysis of covariance was used for data analysis. The results showed that applying philosophy in the children programs had a positive and significant effect on epistemological beliefs and their components as well as learning environmental concepts of students (p = 0.001). Based on the results of the study, it is suggested to incorporate the principles of philosophy for children in the curriculum rather than being implemented separately.

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 current study aimed to investigate the philosophical aspects of reading and writing in the “Philosophy for Children” program according to the Suki and Pixie novels and their guidebooks. A descriptive-analytical methodology was applied to answer what are the philosophical aspects of reading and writing in the “Philosophy for Children” program according to the two novels, and what skills can be implemented to enhance those aspects. The findings showed that the philosophical aspects of reading and writing include philosophizing, the role of dialogues in reading and writing, reading as an argument, critical reading, the relationship between art and experience, meaning, aesthetic relationships, attention, experience, preferences, and veracity. These aspects can be strengthened by such skills as providing reasons, dialogues, argumentations, the recognition of parts and wholes, general concepts, discovering vague areas and gaps, definitions, connecting, developing concepts clearly, stating experiences, and distinguishing. The findings showed that a mutual relationship[1] exists between reading and argumentation, and this can lead to the enhancement and development of high-level thoughts.

The aim of this study was to determine the effect of teaching philosophy on the emotional intelligence of preschool boys, using the pre-test-post-test method with the control group and the experimental group. The instrument used was Tezel Emotional Intelligence Questionnaire (2010) and in order to analyze the data, descriptive and inferential statistical tests were used in SPSS. The results of analysis of covariance showed that teaching philosophy to children could lead to a significant difference in the mean scores of the emotional intelligence in the post-test at 0.05 deviation error level. Also, the results of multivariate analysis of covariance showed the effect of teaching philosophy on the dimensions of emotional intelligence, which could lead to a significant difference in the mean scores of variables of perception and emotional expression, recognition and analysis of emotions and emotion management in the post-test stage at 0.05 deviation error level; So that the mean scores of the variables of perception and emotional expression, emotion recognition and analysis, as well as emotion management increased. Therefore, it can be concluded that it is possible to increase emotional intelligence and emotion control in children by making innovations in the process of teaching philosophy to preschool children.

This study aimed to analyze the state of the sexual intelligence concept in cyberspace based on the goals of the philosophy for children (P4C) curriculum. The fundamental question is what Lipman and his colleagues present in relation to their educational program for a fundamental transformation in children's education, what implications does it have for sexual intelligence in cyberspace? The educational program of philosophy for children, which is based on a central theory and uses a very effective practical method and emphasizes the real indicators of improving children's intelligence level, which seems to be an effective step to achieve this goal.

To meet the first and second objectives, content analysis and inferential methods of practical analogy were utilized, respectively.  The statistical population of the study included all documents, sources, and databases related to the research topic that were identified and then purposefully studied and analyzed in depth.

The study findings revealed that the core of sexual intelligence in cyberspace based on the goals of the P4C curriculum was built on three main components, namely, critical sexual intelligence in cyberspace, creative sexual intelligence in cyberspace, and caring sexual intelligence in cyberspace, which could be practiced and achieved under four principles, viz. understanding sexual concepts (i.e., sexual knowledge), avoiding misconceptions, appreciating relationships and sexual abstinence, assuming sexual responsibility, and observing sexual ethics in cyberspace, relying on P4C.

The results of this research can be a stimulus for policymakers and education planners, especially educators who seek to find a way to accelerate the sexual education of children in cyberspace based on the philosophy program for children in order to develop cognitive, and social skills and reach intelligence. are sexual in children

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 is to "identify the factors affecting the promotion of the educational role of educational commanders of a military university. " This study is applied in terms of purpose and descriptive-analytical method and descriptive and inferential statistics have been used to analyze the data. The statistical population of this study, considering the considered characteristics, are 100 instructors, commanders and university administrators, who have been purposefully selected in full. The questionnaire of this research was made by a researcher and was analyzed after collection. The validity of the questionnaire was confirmed by calculating the Lauche coefficient of about 0.9 and the reliability of the questionnaire with Cronbach's alpha coefficient of 0/ 899. In order to achieve the goal, the researcher has collected materials and prepared a theoretical framework model by referring to the research texts. The results showed that individual factors with an average of 4.61 and organizational factors with an average of 4.42 are approved.