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
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