تاثیر آموزش فلسفه برای کودکان با استفاده از داستانهای بومی در رشد اخلاقی دانش آموزان ابتدایی

پژوهش حاضر با هدف بررسی تاثیر آموزش فلسفه برای کودکان (فبک) در رشد اخلاقی دانش آموزان دوره ابتدایی شهرستان مریوان در سال تحصیلی 96-1397 انجام گرفت. روش پژوهش نیمه آزمایشی با پیش آزمون پس آزمون و گروه کنترل بود. جامعه آماری این پژوهش کلیه دانش آموزان مقطع ابتدایی شهرستان مریوان بودند که با استفاده از روش نمونه‌گیری در دسترس از دو مدرسه ابتدایی پسرانه و دخترانه تعداد 316 دانش آموز انتخاب و به روش تصادفی ساده (هر گروه 158 دانش آموز) در گروه‌های آزمایش و کنترل قرار داده شدند. به تعداد 17 جلسه آموزش فلسفه برای کودکان ارایه گردید. داده های رشد اخلاقی با استفاده از پرسشنامه مهارت‌های اخلاقی (naevaez, 2008) گردآوری شد. داده ها با استفاده از روش تحلیل کوواریانس و تحلیل واریانس تحلیل شدند. یافته ها: نتایج نشان داد که آموزش فلسفه برای کودکان در رشد اخلاقی دانش آموزان دختر و پسر تاثیر مثبت و معناداری دارد و تفاوت معناداری بین گروه دختر و پسر مشاهده نشد، بنابراین میتوان گفت که آموزش فلسفه برای کودکان رشد اخلاقی دانش آموزان را ارتقا داد.

The Impact of Teaching Philosophy to Children Using Native Stories in Elementary Students’ Ethical Development

Purpose: Given the relationship between theory and practice, there has always been a strong tendency to explore the theoretical foundations of practice on the one hand, and the effects of practice on the repair and completion of theory on the other. Efforts in this field of education can help to shape an educational philosophy and consequently an appropriate educational program (Zandvanian Naini, Safaei Moghaddam, Pakseresht & Sepasi, 2009). This is especially important for teacher/students. Teacher/students are of particular importance as a link between educational thought and practice because they are directly exposed to higher education and education. In other words, teacher/students can operation apply theories of higher education at the level of education, and this is of particular importance because they can critique and analyze educational theory and also, with the touch of the operational levels, help improve educational practice (Mohammadi Pouya & Dehghani, 2016). This study investigate the relationship between epistemological beliefs and educational philosophies with teacher/students’ teaching Approaches.   Method: The research conduct with descriptivecorrelational method. The research population includes all teacher/students of Alzahra University in Semnan province with a sample size of 122 people. Data gathering by three questionnaires: epistemological beliefs, educational philosophies and teaching approaches. For determine reliability, Cronbach,s alpha was used which its value for epistemological beliefs 0.93, educational philosophies 0.92 and teaching approaches 0.88. SPSS software was used for data analysis in format of descriptive and inferential tests, including, KS test, one sample Ttest, Pearson correlation coefficient (PCC) and multivariate regression.   Results: Findings from the survey relationship between epistemological beliefs and educational philosophies with teacher/students’ teaching Approaches showed the priority of epistemological beliefs of teacher/students was simple knowledge and the priority of their educational philosophies was reconstructionism and also Teacher/Students prefer the learnercentered teaching approach. Based on the findings, the epistemological beliefs of »simple knowledge« and »quick learning« with teachercentered and learnercentered approach and epistemological beliefs of »definitive knowledge« and »immutability« with teachercentered approach, have a positive and significant relationship. Because in definitive knowledge and immutability, there is talk of certainty and principles and definitive and inviolable knowledge is dependent on the authority other than itself (Chan & Elliot, 2003). Therefore, the teacher is the source of knowledge and control of learning with him and considered the teachercentered approach. But, beliefs such as quick learning, need to be used interactive of the role of teacher and student, and therefore use of teachercentered and studentcentered teaching approaches. Another result of the study was that the educational philosophies of »essentialism« and »perennialism« with teachercentered approach, and educational philosophies of »progressivism« and »reconstructionism« with studentcentered approach have a positive and significant relationship. This result is in line with the research results of Mohammadi Pouya (2017) because they also found in their research that the teaching centered teaching approach had a significant relationship with the educational philosophy of sustainability. It is consistent, as they also report that there is a significant relationship between the types of educational philosophy and classroom management strategies. The results of this research section are in line with the research results of Malekipour and et al (2016), because they also report that there is a significant relationship between types of educational philosophy and classroom management strategies. Also the results showed that the epistemological beliefs of »simple knowledge«, »quick learning« and »definitive knowledge« and the educational philosophies of »essentialism« and »perennialism« can predict teaching approaches. This result is also in line with the results of the study Malekipour and et al (2016), because they have found that the types of educational philosophy of essentialism and sustainability can predict authoritarian and authoritarian class management, and the types of educational philosophy of progressivism and restructuring can predict authoritative, democratic, and indifferent class management. Finally, it was found that teacher/students prioritized the studentcentered teaching approach to teachercentered teaching approach. This result is inconsistent with the findings of the study by Javadipour and et al (2016) and Mohammadi Pouya (2017), because they reported that the teachercentered teaching approach was more supportive than the studentcentered teaching approach. In explaining this finding, it can be acknowledged that in the Javadipour et al’s research, Teachers as the research community and in the Mohammadi Pouya’s research, professors as the research community, whose average age is often higher than the current research community. They are from the older generation of the educational system, and the current research community teacher/students is considered to be the newer generation of the educational field, who have a better relationship with the process and characteristics of today’s teaching. On the other hand, this conclusion can be attributed to the emphasis of the education system on the fundamental transformation document of education in recent years. Because the contents of the fundamental transformation document of education and the national curriculum document of the Islamic Republic (as high level documents of the education system) have been designed and developed using a competencybased approach. Examples of competencybased perspectives can be found in the various sections of the national curriculum document. For example, in the section on general approaches and orientations, it is mentioned that learners have an active role in the process of teachinglearning and training and developing their competence inherently. Also in the section on content, it is mentioned that contentcentric is tailored to present and future needs, interests, students’ psychological characteristics, Islamic community expectations, and educational time (National Curriculum Document, 2012). However, given the prospect of high level documents and teacher/students training, it would be natural for teacher/students to support studentcentered teaching approaches based on competencybased and to focus on this approach towards learners.