اثربخشی برنامۀ آموزش فلسفه به کودکان بر پرورش توانایی حل مسأله و قضاوت اخلاقی در دانش‌آموزان

نویسندگان
سهیلا جلیلیان 1
احسان عظیم پور 2
فریبا جلیلیان 3
1 دانشگاه شهید چمران اهواز
2 دانشگاه تبریز
3 دانشگاه بوعلی همدان
10.18869/acadpub.erj.3.32.80
چکیده
این پژوهش با هدف تعیین تأثیر برنامۀ آموزش فلسفه به کودکان بر پرورش توانایی حل مسأله و قضاوت اخلاقی در دانش­آموزان پایه سوم ابتدایی شهرستان اسلام آبادغرب انجام شد. جامعۀ آماری پژوهش شامل کلیه دانش­آموزان پایه سوم ابتدایی در سال تحصیلی 94-93 بود. برای این منظور 80 نفر از دانش­آموزان به صورت تصادفی در دو گروه آزمایش (40 نفر) و گواه (40 نفر) قرار گرفتند. برای گردآوری داده­ها ابتدا از پرسشنامه­ حل مسأله لانگ و کسیدی (1996) و آزمون قضاوت اخلاقی (MJT) استفاده شد. سپس برنامۀ آموزش فلسفه به کودکان در طی 12 جلسه برای گروه آزمایش اجرا گردید. در پایان دوره پرسشنامه­های­ مذکور مجددأ توسط هر دو گروه تکمیل شد. مقایسه میانگین نمره­های توانایی حل مسأله و قضاوت اخلاقی در گروه آزمایش و گواه با استفاده از تحلیل کواریانس مورد تجزیه و تحلیل قرار گرفت و تفاوت معناداری را نشان داد (001/0 >p )، به عبارتی اجرای برنامه آموزش فلسفه به کودکان بر افزایش توانایی حل مسأله و رشد قضاوت اخلاقی دانش­آموزان تأثیر مثبتی داشته است. همچنین، تأثیر آموزش فلسفه به کودکان بر افزایش حل مسأله و قضاوت اخلاقی بر حسب جنسیت معنادار نبود.
کلیدواژه‌ها
آموزش برنامۀ فلسفه
حل مسأله
قضاوت اخلاقی
جنسیت
دانش آموزان دوره ابتدایی

عنوان مقاله English

Effecasy of Philosophy for Children Program (P4C) on the problem solving abilities and Moral Judgment of students

نویسندگان English

soheila jalilian 1
Ehsan azimpoor 2
fariba jalilian 3
1 Shahid Chamran University of Ahwaz
2 Tabriz University
3 Boali sina University of hamedan
چکیده English

This study examined the effects of Philosophy for Children Program (P4C) on the problem solving abilities and Moral Judgment of nurturance in the third Grade Primary Students of east Eslam Abad. The Population of this research was all the girl students in the third Grade in 2014- 2015 academic year. The research method a pre-test post-test design with control group was used. To this end, we chose 80 students to random cluster sampling in two groups experimental (n=40) and control (n=40) through randomized placement technique. For data gathering in this research the Long and Cassidy problem-solving questionnaire (1996) and Moral Judgment Test (MJT) were used. After this, the philosophy for children program was performed in 12 sessions for the experimental group. At the end of this intervention, post-tests was performed on participates of both groups. The results of analysis of covariance showed that the difference between the means of the two groups was significant (p<0.001), In other words of teaching philosophy to children to enhance students' problem solving ability and moral judgment had a positive effect. Also, the effect of the increase in problem-solving and moral judgment teaching philosophy to children by gender were not significant.

کلیدواژه‌ها English

philosophy teaching program (P4C )
problem solving
Moral Judgment
gender
primary school students
Allen,T.(1988).Doing philosophy with children.thinking,7(3); 23-28.
Cagla, G.(2011).Philosophy in the early years :In international conference on education and education psychology(iceepsy 2010) Philosophy in the early years. Social and Behavioral Sciences, (12); 501-511.
Cam, P. (2001). Thinking Stories, Haleire Monger, NSW, Australia.
Daniel, M.F.(1996). p4c in pre service teacher education :analytic teaching ,19(1); 13-20.
Duytschaever, I., & Conredie, P. (2016). Philosophy with Children: Helping Designers Cooperate with Children. IDC '16 Proceedings of the The 15th International Conference on Interaction Design and Children, 736- 741.
Eisner, E. W. (1983). The Kind of Schools We Need, Educational Leadership; October, 48- 55.
Fisher, R. (2001). Philosophy in Perimery Schools. Fostering thinking skills and literacy. Reading, literacy and language, 35(2); 67- 73.
Haynes, A. (2002). children as philosopher. Rutledge Hammer .London and New York.
Haynes, J. (2001). Children as philosophers. London: Routledge Falmer. Kucuradi, Ionna. Philosophy for Children. Diogenes, 192(48); 112-131.
Haynes, J. (2004). Children as Philosopher. Routledge Falmer. London and New York.
Haynes, J. (2005). 'The Costs of Thinking', Teaching Thinking and Creativity, Autumn, (17); 32-7.
Iorio, J.(1984). a review of district 24.philosophy for children program.in thinking, 5(2); 28-35.
Jackson, T.E., & Deutsch, E. (1987). Philosophy for children, Where we are now. Journal of Thinking, 6(2); 12-14.
Keng, G.Y., Binte, K., & Ibrahim, M (2007). Philosophy for Children. Proceeding of the Redesinging Pedagogy: Culture, Knowledge and Understanding conference, Singapore.
Limpan, m. (2003). Thinking in Education, Cambridge university press.
Lipman, M.(1980). Philosophy in the Classroom. United States of America.
Lizarraga, S. A. et al. (2009). “Enhancement of thinking skills: Effects of two intervention methods”. Thinking Skills and Creativity, 4 (1); 30–43.
Lukey, N. (2006). Philosophy for Children Hawai'i and its influence on the development of students' reflective thinking in classroom discussions. Unpublished Master thesis, M.Ed University of Hawai'i at Manoa.
Montes, M. & Maria, E. (2001). Juchitande Los ninos, Univeraded Pedagogica Nacional, Mexico.
Moriyon, F. (2000). Valoracion de filosofia para Ninos. Journal of Psicotema, 12 (2); 207-211.
Reznitskaya, A. (2008). Philosophical discussion in elementary school classroom: theory, pedagogy, research. Montclair state. University, NewJersey, USA.
Sanjana, M., & Whitebread, D. (2005). Philosophy for children and Moral Development in the Indian context, Cambrige University. 21 (3); 1-13.
Trickey, S., & Topping, K. J. (2006). Collaborative philosophical enquiry for school children socio-emotional effects at 11 to 12 years. School Psychology International, 27(5); 599-614.
Trickey, S., & Topping, K. J. (2007). ‘Philosophy for children’: a systematic review. Journal Research Papers in Education. 19 (3); 365- 380.