The Effect of Philosophy for Children (P4C) Curriculum on Critical Thinking through Philosophical Inquiry and Problem Solving Skills

Basit Öğe Kaydı
dc.contributor.authorIşıklar, Sema
dc.contributor.authorÖztürk, Yasemin Abalı
dc.date.accessioned2025-05-29T05:24:59Z
dc.date.available2025-05-29T05:24:59Z
dc.date.issued2022
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis study aims to examine the effect of P4C curriculum on 5-6-year-old children’s critical thinking through philosophical inquiry and their problem solving skills. The working group of the study held a total of 40 children who learned at kindergartens of a primary school in Çanakkale, Turkey. The study used a quasi-experimental model with pretest-posttest control group. Prepared by asking two experts’ views, the "Philosophy for Children Curriculum" was administered to the children in the experimental group as two sessions per week, for ten weeks, with an average of 40 minutes in total. The study deployed "Critical Thinking Scale through Philosophical Inquiry for Children 5-6 Years Old" and “Problem Solving Skills Scale for Children (PSSS)” as data collection tools. The analysis results showed a significant difference between the pretest and posttest scores of both groups in terms of the experimental groups’s critical thinking skills through philosophical inquiry within group comparisons. Although the posttest mean score of the experimental group's critical thinking skills through philosophical inquiry was higher than the control group, no statistically significant difference was observed between them. Considering the comparisons of problem solving skills within groups, a significant difference was determined between the pretest and posttest scores of both groups. When the problem solving skills were compared between groups posttest results, a significant difference was noted in favor of the experimental group.
dc.identifier.doi10.33200/ijcer.942575
dc.identifier.endpage142
dc.identifier.issn2148-3868
dc.identifier.issue1
dc.identifier.startpage130
dc.identifier.urihttps://doi.org/10.33200/ijcer.942575
dc.identifier.urihttps://hdl.handle.net/20.500.12428/31078
dc.identifier.volume9
dc.language.isoen
dc.relation.ispartofInternational Journal of Contemporary Educational Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20250529
dc.subjectPhilosophy for children (P4C)
dc.subjectPhilosophy for children curriculum
dc.subjectCritical thinking through philosophical inquiry
dc.subjectProblem solving
dc.titleThe Effect of Philosophy for Children (P4C) Curriculum on Critical Thinking through Philosophical Inquiry and Problem Solving Skills
dc.typeResearch Article

Dosyalar

Koleksiyon

DergiPark