اثربخشی آموزش تفکر فلسفی به کودکان بر استرس تحصیلی، خویشتن داری و تفکر انتقادی دانش آموزان مقطع ششم ابتدایی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف بررسی تأثیر آموزش تفکر فلسفی به کودکان، بر استرس تحصیلی، خویشتن داری و تفکر انتقادی دانش آموزان مقطع ششم ابتدایی انجام شد. پژوهش حاضر نیمه آزمایشی از نوع پیش آزمون، پس آزمون با گروه گواه بود. جامعه آماری کلیه دانش آموزان پسر مقطع ششم ابتدایی شهر محلات در سال تحصیلی 1398-1399 بودند، نمونه مورد مطالعه 44 نفر بودند که با روش نمونه گیری در دسترس انتخاب شدند و جهت جمع آوری داده ها به پرسشنامه های استرس انتظارات تحصیلی آنگ و هوان (2006)، خودکنترلی فرم کوتاه تانجی، بامیستر و بون (2004) و تفکر انتقادی ساسو (2013) پاسخ دادند. گروه آزمایش به مدت ده جلسه یک ساعته تحت اجرای برنامه آموزش تفکر فلسفی قرار گرفتند. محتوای جلسات آموزشی برگرفته از کتاب بهانه هایی برای فکر کردن: روشی برای پرورش تفکر فلسفی در کودکان و نوجوانان، اثر محبوبه اسپیدکار (1395) بود. داده ها با استفاده از تحلیل کوواریانس چندمتغیری با نرم افزار SPSS-22 مورد تجزیه وتحلیل قرار گرفت. نتایج نشان داد سطح معناداری اثر گروه (حذف اثر احتمالی نمره های پیش آزمون) برای متغیر تفکر انتقادی (30/19= Fو00/0=P) و مولفه های آن گشودگی انتقادی (21/4= Fو04/0=P) و شکاکیت تأملی (26/8= Fو00/0=P)، خویشتن داری (05/20= Fو00/0=P)، و استرس تحصیلی (52/22= Fو00/0=P) و مولفه های آن استرس ناشی از انتظارات شخصی ازخود (97/5= F و02/0=P) و استرس ناشی از انتظارات والدین/معلمان (15/3= Fو05/0=P)، از سطح معنی داری آلفا (05/0) کوچک تر می باشد، می توان نتیجه گرفت که آموزش تفکر فلسفی به کودکان به عنوان مداخله ای کارا بر متغیر استرس تحصیلی، خویشتن داری و تفکر انتقادی دانش آموزان تأثیر دارد.The Effectiveness of Teaching philosophical thinking to Children on Academic Stress and Self-Control and Critical Thinking in Sixth Grade Students
The present study was conducted with the aim of investigating the effect of teaching philosophical thinking to children on academic stress, self-control and critical thinking of sixth grade students. The current research was a quasi-experimental study of pretest, post-test with control group. The statistical population of this study was all sixth grade elementary school boy students in Mahallat in the academic year 2019-2020. The study sample consisted of 44 people who were selected by convenience sampling method and responded to the questionnaires of Ang and Huan (2006) Academic Expectation Stress Questionnaire (AESI), Tanji and Boomister (2004) Short Form Self-Control Questionnaire and Saso Critical Thinking Questionnaire (2013). The experimental group was subjected to the implementation of the philosophical thinking training program for ten one-hour sessions (one session per week) before the start of the classroom in Seyedabadi Elementary School of Mahalat city by the researcher. The content of the training sessions was taken from the book "Excuses for Thinking: A Method for Developing Philosophical Thinking in Children and Adolescents" by Mehbooba Speedkar (2015). The collected data was analyzed using multivariate covariance analysis and SPSS-22 software. The results showed that the significant level of the group effect (removing the possible effect of pre-test scores) for the critical thinking variable (F=19.30 and P=0.00) and its components critical openness (F=4.21 and P=0.04) and Reflective skepticism (F=8.26, P=0.00), self-control (F=20.05, P=0.00), and academic stress (F=22.52, P=0.00) and its components, stress caused by personal expectations of oneself. (F=5.97 and P=0.02) and the stress caused by parents/teachers' expectations (F=3.15 and P=0.05), is smaller than the alpha significance level equal to 0.05 can be concluded that teaching philosophical thinking to children as an effective intervention has an effect on the variable of academic stress, self-control and critical thinking of students. Keywords: teaching philosophical thinking for Children, Academic Stress, Self-Control, Critical Thinking Introduction: Human's natural environment is such that he should adapt himself to it. The surrounding environment can reveal some psychological variables in humans, on the other hand, by training skills, people can become aware of the psychological variables in their existence and use them well in situations and solve many challenges on their way. Today, various ways and methods have been invented to teach people, each of which has special characteristics. One of the new educational methods that has been welcomed by education professionals in recent years is the method of teaching philosophy to children. This new approach teaches children how to think. The program for teaching philosophy to children has clear goals; making the mind to activate and function is one of these goals; This work is done by challenging the obvious, learning principled thinking and structural interaction and acting on them. In the field of education, increasing children's epistemological understanding by teaching them philosophy can affect the individual's performance in academic fields. The present study was conducted with the aim of investigating the effect of teaching philosophical thinking to children on academic stress, self-control and critical thinking of sixth grade students. Materials and methods: This research is specific and objective in terms of its practical purpose and results and has a practical aspect. The current research was a semi-experimental type of pre-test, post-test with a control group. The statistical population was all the male students of the sixth grade of Mahalat city in the academic year of 2018-2019. The sample was 44 people who were selected by available sampling method and to collect data, Ang and Hwan's academic expectations stress questionnaires were used. (2006), Tanji, Baumeister, and Boone's (2004) short fo
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