Amacı yapılandırılmamış felsefe sohbetleri yoluyla eleştirel düşünme öğretiminde yeni bir yaklaşım
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, Amacı Yapılandırılmamış Felsefe Sohbetlerinin öğrencilerin eleştirel düşünme becerilerine etkisini belirlemeyi ve bu deneyimin öğrenciler ve sınıf öğretmeni tarafından nasıl anlamlandırıldığını ortaya çıkarmayı amaçlamaktadır. Araştırma, Ege Bölgesi'nin bir büyükşehrinin ilçe merkezindeki bir devlet ilkokulunun dördüncü sınıfına devam eden 48 öğrenci (22 deney, 26 kontrol) ile yürütülmüştür. Araştırma, karma araştırma yönteminin deneysel karma (iç içe karma) desenine göre yürütülmüştür. Deney grubuna 8 hafta boyunca Amacı Yapılandırılmamış Felsefe Sohbetleri programı araştırmacı tarafından uygulanmıştır. Kontrol grubunda okuldaki mevcut öğretime devam edilmiştir. Çalışmanın nicel verilerini toplamada Eleştirel Düşünme Becerisi Yazılı Testi 1 ve 2 kullanılmıştır. Nitel veriler ise öğrenci günlükleri, öğrenci görüşmeleri, öğretmen günlükleri ve öğretmen görüşmesi ile toplanmıştır. Nicel ve nitel verilerden elde edilen bulgular birbirlerini doğrular nitelikte olup Amacı Yapılandırılmamış Felsefe Sohbetleri öğrencilerin eleştirel düşünme becerilerini geliştirmektedir. Öğrenciler ve sınıf öğretmeni felsefe sohbetlerinin keyifli, verimli, farklı ve derinlemesine düşünmeye hizmet eden, sorgulama becerisini artıran, öğrencilerde felsefeye karşı olumlu duygular oluşturan, eleştirel bakış geliştirmelerini sağlayan, düşünsel sabır içerisinde mantıklı düşünmeyi artıran bir uygulama olduğunu düşünmektedirler. Çalışma sonunda uygulayıcılara ve araştırmacılara bu yaklaşımın uygulanması ve farklı gruplarda denenmesi için öneriler sunulmuştur. Alanyazında P4C yöntemi kullanılarak yapılan çalışmalar mevcuttur ancak "amacı yapılandırılmamış" farkıyla ortaya konan bu model alanda ilk olma özelliği taşımaktadır. Bu nedenle farklı deneysel çalışmalarla farklı gruplarda sınanması önerilmektedir.
This research aims to determine the impact of Philosophy Conversations without a Structured Aim on students' critical thinking skills and to reveal how this experience is interpreted by the students and the classroom teacher. It was conducted with 48 students (22 in the experimental group, 26 in the control group) from a public elementary school in the district center of a major city in the Aegean Region, attending the 4th grade. The study was conducted using a mixed research method in accordance with an experimental mixed (nested) design. A program of philosophy conversations with children without a structured aim was applied to the experimental group by the researcher for 8 weeks. The control group continued their studies according to the 4th grade educational program. In the quantitative phase of the study, the Critical Thinking Skills Written Test 1 and 2 were used. In the qualitative phase, student journals, student interviews, teacher journals, and one interview from the teacher was used. The findings obtained from quantitative and qualitative data both confirm that the purpose of philosophy conversations with children without a structured aim is to develop students' critical thinking skills. Students and the teacher believe that the philosophy discussions are an enjoyable, productive, different practice that promotes deep thinking, enhances inquiry skills, creates positive feelings towards philosophy, helps develop a critical perspective, and increases logical thinking within intellectual patience. At the end of the study, recommendations were made to practitioners and researchers for the implementation of this approach and testing it in different groups. The P4C method was used in field studies, but this study, introduced with the distinction of "unstructured aim," is the first of its kind in the field. Therefore, it needs to be tested with different experimental studies.
This research aims to determine the impact of Philosophy Conversations without a Structured Aim on students' critical thinking skills and to reveal how this experience is interpreted by the students and the classroom teacher. It was conducted with 48 students (22 in the experimental group, 26 in the control group) from a public elementary school in the district center of a major city in the Aegean Region, attending the 4th grade. The study was conducted using a mixed research method in accordance with an experimental mixed (nested) design. A program of philosophy conversations with children without a structured aim was applied to the experimental group by the researcher for 8 weeks. The control group continued their studies according to the 4th grade educational program. In the quantitative phase of the study, the Critical Thinking Skills Written Test 1 and 2 were used. In the qualitative phase, student journals, student interviews, teacher journals, and one interview from the teacher was used. The findings obtained from quantitative and qualitative data both confirm that the purpose of philosophy conversations with children without a structured aim is to develop students' critical thinking skills. Students and the teacher believe that the philosophy discussions are an enjoyable, productive, different practice that promotes deep thinking, enhances inquiry skills, creates positive feelings towards philosophy, helps develop a critical perspective, and increases logical thinking within intellectual patience. At the end of the study, recommendations were made to practitioners and researchers for the implementation of this approach and testing it in different groups. The P4C method was used in field studies, but this study, introduced with the distinction of "unstructured aim," is the first of its kind in the field. Therefore, it needs to be tested with different experimental studies.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Felsefe
