نشریه تفکر و کودک
سال چهاردهم شماره 2 (پاییز و زمستان 1402)

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.

The purpose of present study was to evaluate the effectiveness of cognitive rehabilitation therapy on reading performance, reading problems and uncertainty Intolerance. The research method was quasi-experimental and of pretest-posttest type with a control group. The statistical population of the study includes all students with special learning disabilities with reading defects in the fourth grade of elementary school in Hamadan primary in the academic year 2019-2020, 30 of them were selected by convenience sampling and randomly assigned to two experimental and control groups. A cognitive rehabilitation program was implemented for the experimental group for one month (2 sessions of 45 minutes per week). The control group did not receive training during this period. Reading performance was measured by the reading and dyslexia test (Nama), reading problems were measured by the table of problems and its type (SAMAN), and uncertainty intolerance was measured by the uncertainty intolerance questionnaire (Friston et al., 1994). Multivariate analysis of covariance test was used to analyze the data. The results of the research showed that there was a significant difference between the experimental and controls groups in reading performance, reading problems and reducing uncertainty, for mean (p<0.05). Therefore, cognitive rehabilitation therapy can be a useful tool to increase reading performance and reduce reading problems and uncertainty in students with special learning disabilities with reading disabilities

This study aims to investigate the effectiveness of philosophy for children (P4C) in the development of life skills in elementary school students. The research method was semi-experimental using pre-test and post-test with control group. The statistical population involved all the fifth-grade male students in public elementary schools in the city of Behbahan, Khuzestan, Iran, in the academic year 2022-2023, whose number was1409. Using the available sampling method, 60 students who scored lower on the life skills scale were selected and randomly divided into two experimental (30 people) and control (30 people) groups. In the next step, the experimental group was taught philosophy for 12 sessions of 45 minutes. The data collection tool was Saatchi et al.’s Life Skills Scale (2010). To analyze the data, univariate and multivariate analysis of covariance methods were used. According to the results, the use of philosophy for children has a positive and significant effect on the development of life skills (P<0.001, F=74.073), self-awareness skills (P<0.001, F=49.792), empathy (001 P<0.00, F=27.996), relationship management skills (P<0.001, F=84.163), communication skills (P<0.001, F=45.082), stress management and emotional management skills (P<0.001, F=46/441), goal-setting skill (P<0.001, F=40/492), problem solving skill (F=60/400, P<0/001), decision making skill (F=35/571, P<0/001) =), creative thinking skill (P<0.001, F=24.805) and critical thinking skill (P<0.001, F=65.750) in the considered students.

The importance of thinking and open-mindedness in childhood is undeniable; So we have to make children thinkful from the beginning so that they can think about the big issues of life and achieve acceptable results. Critical thinking means that children think well about a subject and can critique it. The main purpose of this study was "the position of critical thinking in the" read and think "of Persian books in the second grade of elementary school based on the components of Lippmann's philosophical thinking" which has been used to achieve the goal of content analysis. The statistical population in this study included Persian textbooks for the second year of elementary school in the academic year 1400-99, which was reviewed using SPSS software and the results showed that in reading and fourth grade thinking, the amount of lines involved in the components of Lippmann's philosophical thinking. It was more than the fifth and sixth grade and in the sixth grade it is less than the previous two bases and is not evenly distributed in the bases, while the component of attention to exceptional and unusual conditions had the highest level in all bases and the component of correct interpretation of the word and attention to the speaker's goals in translating and interpreting the word in All foundations which have been neglected. According to the studies conducted in this study, Lippmann's philosophical thinking in the reading and thinking section of Persian books in the second grade of elementary school has not been well implemented and has some shortcomings.

The purpose of the present study is to explain Whitehead's "learning circles" and its role in "thinking-oriented teaching and learning" which answers two questions: how do whitehead learning circles lead to thinking-oriented learning? What are the requirements of Whitehead's educational theory? First, the critical theory, then the sides of his learning triangle is explained: the first side, "tune and weight", the second side, "stages of mental growth" and "balance of growth" and the third side, role of "freedom and discipline" in three stages of "enthusiasm, accuracy and generalization". At first, enthusiasm creates a ring that connects all the stages, like a vortex, which the domination of "freedom" motivates perception. Secondly, the dominance of "discipline" over "freedom" increases precision and discovery. Finally, conquest of "freedom" over "discipline", the child generalizes what he has learned to life situations. In all stages, the teacher's role to maintain enthusiasm and "freedom and discipline" is the pillars of the theory. These stages overlap and repeating in a spiral process and create a meaningful connection with the previous learning. The requirements of Whitehead's theory include: eliminating stagnant ideas, encouraging teacher's role, appropriateness of the child's mental development with the curriculum, creativity, teacher's moral orientation and courage.

The purpose of this study is to examine the extent to which the general objectives of the philosophy program for children are addressed. This research was applied and using content analysis method. Descriptive methods and Shannon entropy method were used to analyze the research data. The research sample included the social studies textbooks of grade five and six in elementary in the educational year of 1401-1400. The research tool was a checklist of components of philosophy goals for children.The results of the present study showed that attention to the components of philosophy goals for children in the sixth elementary social studies book(53%) is more than attention to the components of philosophy goals for children in the content of the fifth social studies book(47%).The most attention was paid to "individual and interpersonal growth"(37%) and the least one to "creativity cultivation" (7%). Also, the percentage of attention to the different goals of philosophy for children in the content of the fifth and sixth studies books is not evenly distributed. Respectively, "Improving reasoning ability" accounted for 30%, "developing moral understanding" accounted for 11%, and "developing the ability to conceptualize in experience" accounted for 15%.In general, the studies book of grade six has paid more attention to the goals of philosophy for children. Among the goals, the highest importance is related to "cultivating moral understanding" and the lowest importance is related to "cultivating creativity". On the other hand, the two goals of "improving reasoning ability" and "developing the ability to conceptualize in experience" are equally important.

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 present study examined the teaching of caring thinking and its effectiveness on the well-being of sixth grade elementary students. This quasi-experimental study was conducted with pre-test, post-test and follow-up design (two months later) with a control group of 120 sixth grade elementary students in the academic year 2020-2021 in Tehran, Varamin. Students were selected by multi-stage random sampling method and randomly divided into two groups of and Virtues Questionnaire and the Guided Careful Thinking Questionnaire. Teaching caring thinking in 15 sessions of 90-minutes each, while the control group was not subjected to the training. Collected data were analyzed with the statistical software SPSS 21 using multivariate analysis of covariance (MANCOVA) and Bonferroni post hoc test. Teaching caring thinking significantly increased the average scores related to caring thinking and well-being variables and their components in the intervention group (p<0.001). In a pairwise comparison, there was a significant difference between pre-test vs post-test and pre-test vs follow-up stages (p<0.001), while no significant difference was observed between post-test vs follow-up stages (p<0.05). As a result, teaching caring thinking promotes well-being and all its components in sixth grade elementary school students.

The purpose of the current research is to design and validate the educational model of patience based on Islamic teachings in elementary school. A mixed method (qualitative and quantitative) has been used in this study. Document analysis and Delphi method were used in the qualitative part and survey method was used in the quantitative part. Socio-statistics in the qualitative section includes all documents and sources related to patience, including the Qur'an, Nahj al-Balagha and hadiths. The statistical population in the quantitative part included specialists in Islamic teachings and curriculum, the statistical sample of the research based on the Cochran formula is 384 specialists who were selected using the purposeful sampling method. To determine the credibility, the strategy of reviewing participants and reviewing experts has been used. The findings of the research showed that 45 indicators resulting from content analysis with Delphi method remained 42 indicators and 4 components. 4 components including; The target component has 21 indicators, the content has 8 indicators, the method has 7 indicators, and the evaluation has 6 indicators. The results indicate a good fit of the model. Based on the findings of the research, it can be concluded that paying attention to the identified components of patience based on Islamic teachings can be a guide for curriculum planners and teachers in the education of elementary school students.

This research was conducted with the aim of comparing the effectiveness of educational engagement training and intervention based on Dweck’s mindset change on academic well-being and Quality of School Life in second high school students This research was a semi-experimental study with a pre-test-post-test-follow-up design and from a control group. The statistical population of the research included all female students of the second high school students in the city of Mahabad in 2021-2022 academic year. The statistical sample included 45 people who were selected by staged cluster sampling and randomly replaced in two experimental groups and one control group. The data collection tool included Academic Wellbeing Questionnaire (AWBQ) and Quality of School Life Questionnaire (QSL). The intervention tools included the educational engagement training program for 12 sessions of 75 minutes and the Dweck mindset change program for 8 sessions of 50 minutes. Data analysis was done by using analysis of variance and by repeated measurement in version 26 of SPSS program. Data analysis showed that interventions in both educational engagement and dual mindset change had the same effectiveness on academic well-being and Quality of School Life. However, the effects of both interventions for well-being were not stable in the follow-up phase, but in the quality of school life, only the effect of Dweck‘s mindset change intervention was stable in the follow-up phase. According to the findings, it can be stated that the educational engagement training and the intervention of changing the dual mindset are effective interventions to improve the academic well-being and quality of life of students at school.

the present study examined the concept of death in Western child literature translated in Iran The stories studied in this study were selected from six illustrated story books suitable for age groups B and C (elementary school children). The books were selected in consultation with experts in children's literature. Besides, a qualitative content analysis method was used to examine the texts of the stories and identify the images and themes in the stories using reflective analysis. The concept of death in the selected stories is divided into three categories: The Biological category, which includes the physiological concept of the issue of death and includes sub-categories such as irreversibility, causes of death, and so on. The emotional category includes sub-categories such as the unpleasantness of death, fear of death, etc., and the metaphysical category, which includes sub-categories such as agony, belief in the world after death, etc. Then the alignment or non-alignment of the categories with the Holy Quran was examined by reference to the verses and with the help of the interpretive analysis method. The results showed that most of the stories have addressed the concept of death in the biological and emotional categories of death and they have paid less attention to the metaphysical aspects of this concept. The metaphysical category refers to the concept of death and has the least alignment