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The Impact of Teaching Philosophy for Children on Critical Openness and Reflective Skepticism in Developing Critical Thinking and Self-Efficacy

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  • Additional Information
    • Availability:
      International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Junior High Schools
    • Subject Terms:
      Outcomes of Education; Philosophy; Children; Critical Thinking; Reflection; Self Efficacy; Females; Junior High School Students; Foreign Countries; Experimental Groups; Control Groups; Cognitive Tests; Self Concept Measures; Statistical Inference; Pretests Posttests; Scores; Statistical Analysis; Quasiexperimental Design; Likert Scales
    • Subject Terms:
      Iran
    • ISSN:
      1694-609X
    • Abstract:
      This study aimed to examine the impact of teaching philosophy for children in developing critical thinking and self-efficacy among students. The current study had a statistical population constituting of all female first-grade junior high school students in Khash in the academic year 2017-2018. Among these students, a corpus of 54 students (27 people assigned to an experimental group and 27 people assigned to a control group) was selected as a sample using a convenience sampling method. The experimental group was taught philosophy; however, the control group did not receive any training. To collect data, Sosu Critical Thinking Disposition Scale and Muris et al. Self-Efficacy Questionnaire for Children and Adolescents were used. For data analysis, using descriptive statistics, means and standard deviations were calculated and by applying inferential statistics, initially, differences between pretest and posttest scores were calculated and these differences between the scores obtained by the control and experimental groups were determined by conducting an independent t-test. Results indicated that there were significant differences in components of critical thinking, critical thinking, and self-efficacy between these two groups. In other words, teaching philosophy for children had a positive impact on increasing self-efficacy, critical thinking, and its components (critical openness and reflective skepticism).
    • Abstract:
      As Provided
    • Number of References:
      42
    • Publication Date:
      2018
    • Accession Number:
      EJ1183430