Educational Psychology
Abstract
The aim of this project is to construct, and to evaluate the validity and reliability of Caring Thinking Skill (CTS) questionnaire based on ‘Philosophy for Children’ educational approach, for first high school students in Tehran. For this purpose, a pilot study was carried out on 60 students. ...
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The aim of this project is to construct, and to evaluate the validity and reliability of Caring Thinking Skill (CTS) questionnaire based on ‘Philosophy for Children’ educational approach, for first high school students in Tehran. For this purpose, a pilot study was carried out on 60 students. Then, 742 students (358 girls and 384 boys) were selected by cluster sampling method and CTS questionnaire in Five subscales, including Valuative Thinking, Emotional Thinking, Normative Thinking, Active Thinking and Empathic Thinking, were distributed among them and the results were interpreted and analyzed. Content validity of the questionnaire was assessed by 16 local and foreign professors. The reliability of this test was also evaluated by using Exploratory Factor Analysis and Confirmatory Factor Analysis. The findings indicated the content validity was appropriate (CVR = 0/87), and in the construct validity, according to the results of EFA, 29 questions were deleted and the validity of the 60-item test was confirmed. Finally, from each of the sub skills, five questions that were the most frequent factors were selected and the form of the 25 questions was verified by using CFA. The findings also showed a significant difference between Caring Thinking, Valuative Thinking, Emotional Thinking and Normative Thinking skills among boys and girls. This research results indicated that the CTS questionnaire provides information on general skills and five sub skills, and can be used to measure and develop this skill for first high school students.
Philosophy of Education
mehrnoosh hedayati; hamed mahzadeh
Abstract
This study investigated the effect of “Philosophy for Children” (P4C) program on social problem-solving skills at high school boy students in Tehran. This study was conducted, using the quasi-experimental method. From all male students in the 6th district of Tehran, with using of a multistage ...
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This study investigated the effect of “Philosophy for Children” (P4C) program on social problem-solving skills at high school boy students in Tehran. This study was conducted, using the quasi-experimental method. From all male students in the 6th district of Tehran, with using of a multistage cluster random sampling, 60 students randomly were selected and assigned in the experimental and control groups. Initially, both groups completed the revised Social Problem Solving questionnaire (SPSI-R) in the pretest phase. After, the “Philosophy for Children” program was performed in 12 ninety-minute training sessions for the experimental group. The control group did not receive any training. In the end of this intervention, posttest was performed on participants of bouth groups. To analyze the data, covariance analysis (ANCOVA) was used. Results indicated that the "Philosophy for Children" program increased significantly RPS, AS, ICS, PPO and NPO components in social problem solving skills.
