A Comparison of the Impacts of Iranian and Non-Iranian philosophical Stories And Common Stories on the Growth of philosophical Thought of first Grade Elementary Students in Shiraz

Subject Areas : Education

F. Ghasemi ¹ , Z. Zare ² , Sh. Haghighat ³

1 - دکترای برنامه ریزی درسی ،اداره کل آموزش و پرورش فارس
2 - کارشناس ارشد علوم تربیتی گرایش پیش دبستانی و دبستان دانشگاه آزاد اسلامی واحد ارسنجان
3 - دکترای تاریخ و فلسفه آموزش و پرورش،مرکز تربیت معلم شهید باهنر شیراز

Received: 2015-12-01 Accepted : 2015-12-01 Published : 2011-12-22

Keywords: Kid's philosophical thought, Philosophical stories, Common stories, Philosophical thought growth,

Abstract :

The present study aimed at investigating the impacts of Iranian and non-Iranian philosophical stories and common stories on the growth of philosophical thought of first grade elementary students in Shiraz. A sample of 54 boys and 41 girls was drawn from among all first grade students in district 1 of Shiraz using stage sampling strategy. They were then assigned to Iranian and non-Iranian philosophical stories and common stories groups divided in terms of their gender (6 groups). The sample was administered a pretest of Philip Cam’s Philosophical Thought. They were then exposed to the required training for 10 weeks and finally were administered the posttest. The results of this study obtained through a use of gain score method, t-test, ANOVA, and Scheffe test revealed that Iranian philosophical stories may affect the growth of philosophical thought of the first grade elementary students (P≤ 0.04, t = 2.07)hence confirming the first hypothesis. The hypothesis of the impact of non-Iranian philosophical stories on the growth of philosophical thought of the students, however, was rejected. The results also revealed that those students who were trained by Iranian philosophical books gained higher average gain in philosophical thought relative to those students who were trained by non-Iranian philosophical books. Moreover, it was shown that boys achieved higher average gains than that of girls. I was also revealed that there was no significant difference between boys and girls who used non-Iranian stories.

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