فراتحلیل اثربخشی آموزش فلسفه به کودکان بر مهارت های شناختی دانش آموزان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف پژوهش حاضر، فرا تحلیل اثربخشی آموزش فلسفه بر مهارت های شناختی دانش آموزان ایرانی بود. جامعه آماری پژوهش های در دسترس مرتبط با اثربخشی آموزش فلسفه به کودکان بر مهارت های شناختی بود که در بین سال های 1380 تا 1400 در بانک های اطلاعاتی رایانه ای قابل دسترس در پایگاه اطلاعات علمی: پرتال جامع علوم انسانی و پژوهشگاه علوم و فناوری اطلاعات ایران (ایرانداک)، بانک اطلاعات نشریات کشور (مگیران)، ، جهاد دانشگاهی (SID)، پایگاه مجلات تخصصی نور (نورمگز) بود. درنهایت 72 پژوهش با 89 اندازه اثر وارد فرا تحلیل شدند. یافته های پژوهش نشان داد میزان اندازه اثر ترکیبی کل (99/0) که باتوجه به معیار هاتیه مطلوب و بر اساس معیار کوهن بزرگ ارزیابی می شود. همچنین در بررسی نقش متغیرهای تعدیل کننده، نتایج اثربخشی مطلوب بر هرکدام از مهارت های شناختی: تفکر انتقادی، انعطاف پذیری شناختی، قضاوت، حل مسئله و پرسشگری بررسی شد که از آن میان اثربخشی آموزش فلسفه بر انعطاف پذیری شناختی با اندازه اثر خلاصه (07/1) بیشترین مقدار را دارا بود. با توجه به اثربخشی بالای آموزش فلسفه بر مهارت های شناختی در گروه های جنسیتی، پیشنهاد می شود که این برنامه با پیروی از اصول خود به برنامه رسمی آموزش وپرورش در مدارس افزوده شود.Meta-analysis of the effectiveness of teaching philosophy to children on students' cognitive skills
The purpose of the current research was to Meta-analyze the effectiveness of philosophy education on the cognitive skills of Iranian students. The statistical population was the available research related to cognitive and metacognitive interventions on anxiety, available between 2001 and 2021 in the computer databases accessible. Finally, 72 studies with 89 effect sizes were included in the meta-analysis. The research findings showed that the size of the total combined effect (0.99) is evaluated according to Hattie's criterion and based on Cohen's large criterion. Also, in examining the role of moderating variables, the results of favorable effectiveness on each of the cognitive skills: critical thinking, cognitive flexibility, judgment, problem-solving, and questioning were investigated, among which the effectiveness of philosophy education on cognitive flexibility with a summary effect size (1.07) was the highest. Had the amount considering the high effectiveness of philosophy education on cognitive skills in gender groups, it is suggested that this program be added to the official education program in schools by following its principles. Keywords: Effect Size, Cognitive flexibility, Cognitive Skill, Meta-Analysis, Philosophy for Children. Introduction The cognitive skills of children are influenced by teaching philosophy. The program of teaching philosophical thinking to children has clear cognitive goals; it engages the mind and does so through challenges, critical thinking, and structural interaction. (Haynes, 2012). Teaching philosophy to children leads to an increase in cognitive skills related to verbal comprehension, spatial relationships, sound combination, concept formation, and visual-auditory memory, which are within the realm of cognitive functions. Preschool children who receive philosophy education have higher cognitive abilities. (Hassan Beigi, 2021) Numerous studies have been conducted on the effectiveness of teaching philosophy to children on the growth of cognitive skills. Each study has examined the impact of teaching philosophy to children on one of the cognitive growth components, such as critical thinking, moral development, problem-solving, creative thinking, questioning spirit, responsibility, etc. Some of the studies in this field include Kabiri et al. (2022) and Soleimanpouromran et al. (2021). Therefore, the breadth and distribution of research conducted in this area highlight the need for a systematic review of previous research. Accordingly, the present meta-analysis aimed to determine the effect size of the combined effectiveness of implementing the philosophy education program on the growth of various cognitive skills. Materials & methods In this study, a meta-analysis method was used based on the purpose and nature of the research. In meta-analysis, the findings of primary studies are translated into a quantitative index. The most common method for combining the numerical results of studies in meta-analyses is effect size. The statistical population included all articles published in scientific research journals, master's theses, and valid doctoral dissertations in computerized databases available in the country between 2001 and 2021, which examined the effectiveness of philosophy education on students' cognitive skills using experimental and quasi-experimental methods. Finally, 122 studies were identified, and based on the exit criteria, 50 studies were excluded, and a total of 72 studies with 89 effect sizes were suitable for entry into the meta-analysis based on the scientific and Methodological conditions of the dependent variable dimensions. In the process of searching for primary studies, keywords such as "philosophy education," "philosophy education using the community of inquiry method," "philosophy education for children," and "p4c" were used in computerized databases available in Iran, such as the Scientific Information Database (SID), the National Journal Database, the Institute for
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