فصلنامه علمی آموزش محیط زیست و توسعه پایدار

با همکاری مشترک دانشگاه پیام نور و انجمن جغرافیا و برنامه‌ریزی روستایی ایران

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

اخبار و اعلانات

فهرست داوران

راهنمای داوران

تأثیر آموزش فلسفه به کودکان بر باورهای معرفت‌شناختی و یادگیری مفاهیم محیط‌زیست دانش آموزان پایه یازدهم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری فلسفه تعلیم و تربیت، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران

2 گروه علوم تربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران

چکیده

هدف این پژوهش بررسی تأثیر آموزش فلسفه برای کودکان بر باورهای معرفت‌شناختی و یادگیری مفاهیم محیط‌زیست دانش آموزان پایه یازدهم بود. روش پژوهش این مطالعه از نوع نیمه آزمایشی و طرح تحقیق پیش آزمون-پس آزمون همراه با گروه گواه بوده است. جامعه آماری شامل دانش آموزان پایه یازدهم شهر اراک بودند که تعداد 44 نفر از آنها به‌عنوان نمونه در دسترس انتخاب و به‌صورت تصادفی در دو گروه 22 نفره کنترل و آزمایش توزیع شدند. آزمودنی‌ها در گروه آزمایش به مدت 12 جلسه مباحث درس انسان و محیط‌زیست را بر اساس اصول برنامه فلسفه برای کودکان آموختند. درحالی‌که در گروه کنترل شیوه آموزش به شکل مرسوم بود. ابزار گردآوری داده‌ها، پرسشنامه باورهای معرفت‌شناختی شومر (1990) و آزمون یادگیری مفاهیم محیط‌زیست محقق ساخته بود. برای تحلیل داده‌ها آزمون تحلیل کوواریانس بکار گرفته شد. نتایج مطالعه نشان داد به‌کارگیری برنامه آموزش فلسفه برای کودکان بر باورهای معرفت‌شناختی و مؤلفه‌های آن و همچنین یادگیری مفاهیم محیط‌زیست دانش آموزان تأثیر مثبت و معناداری داشته است (0.001p=). با توجه به نتایج مطالعه پیشنهاد شد اصول موردتوجه در برنامه‌های فلسفه برای کودکان به‌جای آنکه به‌صورت مجزا اجرا گردد، در برنامه درسی تلفیق شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effect of Teaching Philosophy to Children on Their Epistemological Beliefs and Learning Environmental Concepts in 11th Grade Students

نویسندگان [English]

  • Mar Mar Khanmohammadi 1
  • Mohammad Seifi 2
  • faezeh Nateghi 2

1 Ph.D. Student of Educational Philosophy, Arak Branch, Islamic Azad University, Arak, Iran

2 Department of Educational Science, Arak Branch, Islamic Azad Univerisity, Arak, Iran

چکیده [English]

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.

کلیدواژه‌ها [English]

  • Philosophy for Children
  • Epistemological Beliefs
  • Learning
  • Environment
مراجع
Aghazadeh,M. & Toorani, H. (2012). “A guide to teaching thinking and research skills”. Tehran: Madreseh Publication [In Persian]
Berenjkar, M., Ahghar, Gh. & Ansarian, F.(2018).”The effectiveness of teaching philosophy to children on students' learning strategies and their sustainability over time”. Thinking and Children, 9(1).73-95. [In Persian]
Chen. Bodong. (2017). Fostering scientific understanding and epistemic beliefs through judgments of promisingness. Education Tech Research.65(2),55-277.
Darehzereshki, N., Barzagar Bafruyi, A.z.(2017). Examining the Effectiveness of Teaching Philosophy on the way community of inquiry on critical thinking and its dimensions of female students in fifth grade in Yazd. Cognitive psycology, 5 (2). [In Persian]
Duailibi, M.(2006). “Ecological literacy: what are talking about? Coveregence, 39(4),65-68.
Educational Research and Planning Organization. (2018). Secondary school teacher's guide of environment and humanities. Ministry of education. [In Persian]
Fani, H. (2016). “The effect of philosophy on moral judgment and critical thinking young10-16 years Shiraz”. Master thesis, Azad university, Marvdasht baranch. [In Persian]
Finn, S., & O’Fallon, L. (2019).”Environment health literacy”. Srringar Cham, doi.org/10.1007/978-3-319-94108-0
Fisher, Robert. (2005). Teaching children to think. Nelson thornes LTD.
Hedayati, M. Mahzadeh, H. (2016). “Philosophy for children and social problem-solving skills”. Journal of Educatinal Science, 23(1), 29-54. [In Persian]
Hooshmandi, F. & Shamshiri, B. (2018). “Investigate the effect of pedagogical approach of philosophy for children on the 1st grade elementary students in education of science course”. Quarterly Journal of Educational studies, 4(16), 1-16. [In Persian]
Lipman, M. (2003). Thinking in Education, 2nd(edn.), Cambridge & New Yrok: Cambridge University Press.
Lonsdale, M. & McCurry, D. (2004). Literacy in the new millennium. Adelaide: Australian Councilfor Educational Research, NCVER. Retrieved 2 October, 2005 from http://www.ncver.edu.au/publications/1490.html
Lukey, B. (2012)Philosophy for Children in Hawai‘i: A Community Circle Discussion, Educational Perspectives, 44(1&2), 32-37.
Makaiau, A.S. & Tanaka, N. (2018). “Philosophy for Children: A Deliberative Pedagogy for Teaching Social Studies in Japan and the USA”. Journal of International Social Studie, 8(2), 29-45.
Marzooghi, R., fouladchang, M. & shamshiri, B. (2008).”Gender and level differences in epistemological beliefs of Iranian undergraduates students”.Journal of applied sciences,8,4698-410
Meiboudi H. (2012). “Study of Environmental and Biodiversity Conservation in Science Textbooks of Primary Schools”. M.Sc. thesis, Faculty of Natural Resources, Islamic Azad University of Lahijan.
Momenimahmouei, H. & Parvaresh, E. (2016). The Influence of Philosophy Programs for Children through community of inquiry on Creativity, Social Cohesion, and Academic Achievement in science lesson o Third Grade Students. Educational Research Journal. 11(47). 133-152. [In Persian]
Moradi Afraply, Z. (2011). “Investigating the relationship between epistemological beliefs and environmental literacy of teachers in Babolsar”. Master Thesis, faculty of psychology and education, Allameh Tabatabaei university. [In Persian]
Naderi, E.A., Tajali Nia, A., Shariatimadari, A. & Seyf Naraghi, M. (2012). “The Effect of P4C Program on Creativity of High School Boys in Tehran”. Thinking and Children, 3(5),91-117. [In Persian]
Nanji, S. (2010). “Philosophical inquiry for children”.Tehran: Institute of Cultural and Humanities Studies Publication. [In Persian]
Öztürk, G. (2009). “Investigating pre-service teacher’s environmental literacy through their epistemological beliefs”.Unpublished Master Thesis, Middle East Technical University, Ankara.
Pourmasoom, B., Fayaz, E. & Bazargan, S. (2016). Formulation of children's environmental literacy based on strategic curriculum, multidimensional planning and multimedia learning package. Journal of Education, 129,10-32. [In Persian]
Samadi, P., Ghaedi, Y.& Ramezani, M. (2011). Comparative Study of third level High School and Pre-University Philosophy Curriculum with Philosophy Curriculum for Children in 11 and 12Grades. Philosophy of Education. 106, 81-104. [In Persian]
Sarmadi, M.R., Rezaei, M. & Rohanifar, A. (2019). The impact of teaching philosophy to children on the knowledge, sensitivity and environmental concerns of seventh grade high school students. Thinking and Children, 10 (1), 1-17. [In Persian]
Schommer, M. (1993).”Epistemological development and academic performance among second- ary students”. Journal of Educational Psychology, 85(3), 406–411.
Sepehri, S & Latifian, M. (2007). “Effect of epesitimical belifes on students aims of academic achivmant”. Journal of Psychiatrist and psycology. 4, 385-392.
Seyf, A. A. (2014). "New educational psychology". Tehran: Doran Publications. [In Persian]
Soleimanpour omran, M., Yarmohamadian, M.H. & Keshti Aray, N. (2015). Validation of the Interdisciplinary Curriculum Model for Environmental Literacy in Iranian Secondary Education System. Research in Curriculum planning. 20(47), 28-42. [In Persian]
Topping, K.J,. Trickey, S (2014) “The role of dialog in philosophy for children,International Journal of Educational Research”, (63) 69–78.
Volk, T. &McBeth, B. (1998). Environmental literacy in the United States: What should be, What is, Getting fromhere to there. A Report funded by the United States Environmental Protection Agency and submitted to the Environmental Education and Training Partnership, North American Association for Environmental Association, Washington, DC: EETAP/NAAEE.
Wyre, S.H. (2007). “Critical thinking, metacognition, and epistemological beliefs”. Ph.D desertion. University of Phoenix.
Zarghami,S. (2015).”Comparison of the epistemological beliefs of postgraduate students in humanities and its relationship with self-efficiency and academic achievement”. PhD thesis, Tehran Payamenoor University. [In Persian]
 
 
 
 
 
فصلنامه علمی آموزش محیط زیست و توسعه پایدار
دوره 11، شماره 1
آبان 1401
صفحه 35-58
فایل ها
هم رسانی
ارجاع به این مقاله
آمار