بررسی تأثیر آموزش فلسفه به کودکان بر پرورش روحیه پژوهشگری کودکان دوره پیش دبستانی

محورهای موضوعی : پژوهش در برنامه ریزی درسی

زهره جعفری ¹ , پروین صمدی ² , یحیی قائدی ³

1 - 1دانش آموخته برنامه ریزی درسی، گروه علوم تربیتی، دانشگاه الزهرا، تهران، ایران
2 - 2دانشیار گروه علوم تربیتی، دانشگاه الزهرا، تهران، ایران
3 - 3دانشیآر گروه فلسفه تعلیم و تربیت، دانشگاه تربیت معلم، تهران، ایران

تاریخ دریافت : 1396/07/25 تاریخ پذیرش : 1396/07/25 تاریخ انتشار : 1394/01/01

کلید واژه: روحیه پژوهشگری, برنامه آموزش فلسفه به کودکان, دوره پیش دبستان,

چکیده مقاله :

پژوهش حاضر با هدف بررسی تأثیر آموزش فلسفه به کودکان بر پرورش روحیه پژوهشگری کودکان دوره پیش دبستانی به انجام رسید. این پژوهش با روش نیمه آزمایشی از نوع پس آزمون محض همراه با گروه کنترل انجام شد. جامعه آماری این پژوهش شامل 12نفر دانش‌آموز دوره پیش دبستانی یک مهد کودک در شهر تهران بود که نمونه آماری (6 نفر) به صورت هدفمند به عنوان گروه آزمایشی انتخاب شدند. گروه آزمایشی به مدت 15 جلسه تحت آموزش فلسفه به کودکان قرار گرفتند و جلسه آخر کلاس گروه آزمایشی و گروه کنترل فیلمبرداری شد و فیلم این دو گروه در اختیار 5 کارشناس قرار گرفت تا از طریق مشاهده فیلم‌ها به پرسشنامه مورد نظر (فهرست درجه بندی رفتار کودکان (روحیه پژوهشگری) پاسخ دهند. داده‌های جمع‌آوری شده با استفاده از روش‌های آمار توصیفی (جدول توزیع فراوانی، نمایش هندسی توزیع فراوانی، شاخص‌های مرکزی و پراکندگی) مورد توصیف قرار گرفت و برای آزمون فرضیه‌های پژوهش از آزمون پارامتری t مربوط به دو گروه مستقل (به دلیل فاصله‌ای بودن مقیاس اندازه‌گیری، بهنجار بودن توزیع، وجود دو گروه مستقل) و آزمون بی پارامتری U من وایت نی (به دلیل بهنجار نبودن توزیع فراوانی) استفاده شد. نتایج نشان داد که آموزش فلسفه به کود کان بر پرورش بعد شناختی (کنجکاوی، پرسشگری، استدلال کردن، تفکر انتقادی، خلاقیت، علاقه به آزمایش و تجربه) و بعد عاطفی (علاقه به نظم و ترتیب، اشتیاق، مشارکت جویی، استقلال رای، اعتماد به نفس، ابراز وجود) روحیه پژوهشگری کودکان دوره پیش دبستانی تأثیر دارد و به طور کلی اجرای این برنامه بر پرورش روحیه پژوهشگری این کودکان تأثیر گذار بوده است .

چکیده انگلیسی:

the present communities, likewise in Iran, the present study was carried out with the aim of studying the impact of teaching philosophy to the children on nurturing the research spirit among the preschool students. The semi-experimental method of the immediate post-test type along with a control group was applied in this research. The statistical population of this research consisted of 12 preschool students in a kindergarten in Tehran and the statistical sample (6 people) were selected purposefully as the experimental group. The experimental group received 15 sessions of philosophy teaching and in the last session, both the experimental group and the control group were filmed. The video, then, was given to 5 experts in order to reply to the respective questionnaires (Ranking students based on their research sprit). The Collected data, using descriptive statistical methods (Frequency Distribution Table, Graph of a frequency distribution, Dispersion and central indices) were analyzed. The parametric t-test for two independent groups (Due to distanced scale measurement, normality of the distribution, and existence of two independent groups) and non-parametric Mann–Whitney U test were, also, used for testing the research hypotheses. What being indicated from the findings was that that teaching philosophy to children not only has a great impact on the students' cognition (curiosity, question making, reasoning, critical thinking, creativity, interest in experimenting and experiencing) but also has a high effect on their emotion (interest in clarity, enthusiasm, partnership, independence, self-assurance, self- assertion). In general, implementation of this program has had a great impact on the research spirit of these children.

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