اثربخشی آموزش فلسفه برای کودکان بر انگیزش درونی پیشرفت تحصیلی بر اساس داستان های فلسفی و عرفانی: بررسی فرضیه مک کللند (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
عمده پژوهشها بر سنجش اثربخشی آموزش فلسفه برای کودکان (فبک) در ایران فارغ از نوع داستان تاکید دارند. مک کللند، نوع داستانهای کودکان را شاخصی برای پیشرفت معرفی کرد. هدف پژوهش حاضر، آزمون فرضیه مک کللند در خصوص تاثیر نوع داستان بر انگیزش پیشرفت تحصیلی کودکان بود. به همین منظور، دو مطالعه صورت گرفت. در مطالعه اول، اثربخشی حلقه کندوکاو بر اساس داستانهای فلسفی مورد بررسی قرار گرفت و در مطالعه دوم، اثربخشی حلقه کندوکاو بر اساس داستانهای عرفانی. روش پژوهش، شبه آزمایشی با پیش آزمون، پس آزمون و گروه کنترل بود. به گروه آزمایش طی 10 جلسه 120 دقیقه ای بسته آموزش فلسفه برای کودکان ارائه شد؛ اما گروه کنترل هیچ گونه مداخله ای دریافت نکرد. مقیاس انگیزش درونی پیشرفت تحصیلی که توسط ویگ فیلد و کامبریا برای دوره ابتدایی طراحی شده بود به عنوان ابزار استفاده شد. آزمودنی ها شامل دانش آموزان دختر پایه ششم ابتدایی در سال تحصیلی 1402-1401 بودند. تحلیل داده ها با استفاده از روش تحلیل کواریانس(آنکوا) انجام شد. یافته ها نشان دادند که حلقه کندوکاو داستانهای فلسفی ( ) به نسبت داستانهای عرفانی ( ) تاثیر معناداری بر انگیزش پیشرفت درونی تحصیلی کودکان داشت. نتیجه آنکه، فرضیه مک کللند تایید شد و اثربخشی فلسفه برای کودکان تحت تاثیر نوع داستانی است که در حلقه کندو کاو مورد بررسی قرار می گیرد.Effectiveness of Philosophy for Children on Academic Intrinsic Achievement Motivation Based on Philosophical and Mystical Stories: Examining McClelland's Hypothesis
McClelland introduced children's stories as an indicator of achievement. Most researchers emphasize the effectiveness of philosophy for children(P4C) regardless of the type of story. This study aimed to investigate McClelland's hypothesis regarding the effect of the type of story on the motivation of children's academic achievement. For this purpose, two studies were conducted. In the first study, the effectiveness of P4C was investigated based on philosophical stories, and in the second study, the effectiveness was based on mystical stories. The research method was a quasi-experiment based on comparing two pre-test and post-test groups. The intrinsic motivation scale of academic achievement by Wigfield and Cambria designed for elementary school was used as a tool. The subjects included sixth-grade girl students. Data analysis was done using the covariance analysis method (ANCOVA). The findings of both studies showed that in the community of philosophical inquiry (CPI), philosophical stories compared to mystical stories had a significant impact on children's academic achievement. As a result, McClelland's hypothesis was approved and the effectiveness of philosophy for children is influenced by the type of story investigated in the CPI. Introduction Mysticism and philosophy are considered to be ancient dualities that have been extended to the level of Western and Eastern thought. For example, Nisbet (2003) believes that Eastern thinking is more collectivist, intuitive, dependent, and holistic, and Western thinking is more individualistic, analytical, independent, and detailed, and these characteristics predict the behavior of the people of a society is considered. Researchers also emphasize cultural characteristics and their relationship with people's ideas and their perception of the world (Cromer, 1993; Lloyd, 1990; Nakamura, 1964). Corbin considers the West a symbol of sensory matter and the East a symbol of the intelligible or divine world. For example, philosophy was born in Greece, not China, and the Greeks thought of matter as consisting of discrete bodies or atoms, while the Chinese tended to see matter as continuous matter (Becker, 1986). Such a contrast is effective in the knowledge and way of looking at the human being and the world, which can be traced in the stories written for children. McClelland (1923-1998), who focused on the issue of motivating progress, realized that children's stories and their content are one of the indicators of the progress of any country, which was the tool of Lipman's work in the circle of exploring philosophical stories. McClelland realized that there is a positive and significant relationship between the stories in different continents and the themes within them with the achievement motivation. McClelland hypothesized that there is a relationship between the type of stories of a country and the development motivation of the people of that country. Therefore, the problem of the current research stems from the confusion between mystical and philosophical stories in research related to the field of philosophy for children in Iran and considering these two types of stories as one. Therefore, the main question of the current research is: Is the effectiveness of community of philosophical inquiry (CPI) on children's inner motivation influenced by the type of story (philosophical or mystical)? Method The research method was quasi-experimental with a pre-test-post-test design and a control group. Before the implementation of the plan, both experimental and control groups were pre-tested. Then, the philosophy for children was implemented as an intervention in the experimental group, but the control group did not receive this intervention (philosophy for children). In the end, both groups of subjects participated in the post-test. Due to the existence of an independent and dependent variable, analysis of covariance (ANCOVA) was used to compare before and after the experimental procedur
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