اثربخشی برنامه آموزش فلسفه برای کودکان بر تفکر انتقادی، خودکارآمدی تحصیلی و رشد معنوی دانش‌آموزان دختر 10 تا 13 ساله

نویسندگان
فرشته سالمی 1
آیت سعادت طلب 2
علیرضا ملازاده 1
1 دانشگاه الزهرا
2 دانشگاه خوارزمی
چکیده
پژوهش حاضر با هدف تعیین اثربخشی آموزش فلسفه برای کودکان بر تفکر انتقادی، خودکارآمدی تحصیلی و رشد معنوی دانش‌آموزان دختر 10 تا 13 ساله انجام شد. این پژوهش از نظر هدف کاربردی و از نظر روش شبه آزمایشی با طرح پیش‌­آزمون و پس‌­آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانش­آموزان دختر 10 تا 13 ساله شهر تهران در سال تحصیلی 1403-1402 بود که تعداد 32 نفر به عنوان نمونه آماری به روش نمونه‌­گیری در دسترس انتخاب شدند. از این تعداد 16 نفر در گروه آزمایش و 16 نفر در گروه کنترل به صورت تصادفی گنجانده شدند. برای جمع‌­آوری داده‌­ها از پرسشنامه تفکر­انتقادی ریکتس (2003)، پرسشنامه خودکارآمدی تحصیلی جینکز و مورگان (1999) و پرسشنامه هوش معنوی کینگ (2008) استفاده شد. تجزیه و تحلیل داده­ها از طریق آمار استنباطی آزمون کوواریانس و نرم افزار SPSS نسخه 26 انجام شد. یافته‌­های این پژوهش نشان داد که آموزش فلسفه برای کودکان با توجه به اندازه اثر (617/0) بر تفکر انتقادی و مؤلفه­‌های آن و اثر (706/0) برخودکارآمدی تحصیلی و مؤلفه‌­های آن و اندازه اثر (657/0) بر هوش معنوی و مؤلفه‌­های آن تأثیر معنی‌داری دارد. بنابراین می‌ توان نتیجه گرفت که آموزش فلسفه برای کودکان با تقویت مهارت­‌های تفکر و توسعه آگاهی‌­های درونی باعث بهبود و تقویت مهارت­ تفکر انتقادی، خودکارآمدی­‌تحصیلی و رشد معنوی در دانش‌­آموزان می­‌شود.
کلیدواژه‌ها
فلسفه برای کودکان
فبک
تفکر‌انتقادی
خودکارآمدی تحصیلی
رشد معنوی

عنوان مقاله English

The effectiveness of philosophy education program for children on critical thinking, academic self-efficacy and spiritual growth of 10-13 year old female students

نویسندگان English

fereshte salemi 1
Ayat saadattalab 2
alireza mollazade 1
1 Alzahra University
2 Kharazmi University
چکیده English

This research was conducted with the aim of determining the effectiveness of philosophy education for children on critical thinking, academic self-efficacy and spiritual growth of 10-13-year-old female students. This research was applied in terms of purpose and in terms of quasi -experimental method with a pre-test and post-test design with a control group. The statistical population of the research includes all female students aged 10 to 13 in Tehran in the academic year 1402-1403, of which 32 people were selected as a statistical sample using the available sampling method. Of these, 16 people were randomly included in the experimental group and 16 in the control group. Ricketts' critical thinking questionnaire (2003), Jinks and Morgan's academic self-efficacy questionnaire (1999) and King's spiritual intelligence questionnaire (2008) were used to collect data. Data analysis was done through covariance test and SPSS software version 26. The findings of this research showed that teaching philosophy for children according to the size of the effect (0.617) on critical thinking and its components and the effect (0.706) on academic efficiency and its components and according to the size the effect (0.657) has a significant effect on spiritual intelligence and its components. Therefore, it can be concluded that teaching philosophy for children by strengthening thinking skills and developing inner awareness improves and strengthens critical thinking skills, academic self-efficacy and spiritual growth in students.

کلیدواژه‌ها English

Philosophy for Children
p4c
Critical thinking
academic self-efficacy
spiritual growth
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