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اثر بخشی داستانهای خارجی گروه سنی «ج» بر رشد تفکر مراقبتی دانش آموزان دوره ابتدایی.

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Název: اثر بخشی داستانهای خارجی گروه سنی «ج» بر رشد تفکر مراقبتی دانش آموزان دوره ابتدایی.
Alternate Title: The Effectiveness of Foreign Age Group 'C' Stories on the Development of Caring Thinking in Elementary School Students.
Autoři: جابر افتخاری1 JaberEftekhari@edu.ui.ac.ir, رضا علی نوروزی2 r.norouzi@edu.ui.ac.ir, مهرنوش هدایتی3 mehrnooshhedayati@yahoo.com
Zdroj: Library & Information Sciences (1680-9637). Summer2025, Vol. 28 Issue 2, p119-142. 24p.
Témata: *COMMUNITY of inquiry, *CRITICAL thinking, *INQUIRY-based learning, *ALTRUISM, *SCHOOL children, *CULTURAL values, *EDUCATIONAL resources
Abstrakt: Objective: The modern world, shaped by the spread of mass media, industrial progress and new technologies, faces deep challenges in maintaining cultural and ethical values. These changes have made the education of today's individuals a complex and challenging process. The lack of the cognitive skills needed to navigate large amounts of information and to engage in a multicultural context can have serious intellectual, ethical and social consequences. In these circumstances, education systems need to undergo fundamental changes to prepare children for life in a dynamic and changing society. The ineffectiveness of some educational models in nurturing thinking and responsible individuals has led to new pedagogical movements, such as philosophy for children (P4C), and teaching problem-solving, critical thinking, and creativity. At the heart of the Philosophy for Children programme is the 'Community of Inquiry', a dialogue space where students practice caring thinking and critical problem-solving through collaborative philosophical inquiry. The success of such research circles depends heavily on adequate educational resources, especially narratives that can inspire deep philosophical debate. Given the lack of emphasis on caring thinking in the P4C theoretical frameworks, the urgent need to reinvigorate the values of reflective dialogue in the world today and the need for appropriate literature to support caring thinking, a survey of widely-acclaimed children's stories is essential. This study therefore selected internationally best-selling and investigation-oriented stories for the age group C and used them as a trigger in the philosophical investigation community. This study aimed to address the following research issue: What is the impact of using foreign Age Group C narratives on the development of students' caring thinking and its subcomponents? Methodology: This study is a quasi-experimental research with a pretest-posttest design and a control group, and it is applied in terms of its purpose. The statistical population of the research consisted of male sixth-grade elementary school students in Isfahan during the 2024-2025 academic year. From this population, 60 students were selected using a two-stage cluster sampling method and subsequently assigned to two groups: an experimental group and a control group (n=30 per group). The intervention for the experimental group involved the use of inquiry-based and best-selling foreign storybooks from children's publications (published between 2016 and 2024) over 10 sessions within a community of inquiry framework. Data were collected using the Hedayati Caring Thinking Questionnaire (2018). The instrument's validity was established through confirmatory factor analysis, and its reliability was determined using Cronbach's alpha. To assess the significance of the intervention, one-way Analysis of Covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA) were conducted using SPSS software (version 26). Findings: The findings obtained from univariate analysis of covariance (ANCOVA) revealed that the use of selected foreign stories in the experimental group significantly increased students' overall scores in reflective thinking. However, multivariate analysis indicated that these stories led to significant improvements in only two components - "value-oriented thinking" and "active thinking" - while not demonstrating statistically significant effects on all components of reflective thinking. Conclusion: It can be concluded that the use of foreign literary stories in the context of a community of inquiry may help to improve some aspects of caring thinking in children. However, influencing all components requires more extensive interventions and further research. It is therefore recommended that before using these stories, they are revised and adapted to bring them into line with cultural and local standards in order to strengthen their ability to address the components of caring thinking. [ABSTRACT FROM AUTHOR]
Databáze: Academic Search Index
Popis
Abstrakt:Objective: The modern world, shaped by the spread of mass media, industrial progress and new technologies, faces deep challenges in maintaining cultural and ethical values. These changes have made the education of today's individuals a complex and challenging process. The lack of the cognitive skills needed to navigate large amounts of information and to engage in a multicultural context can have serious intellectual, ethical and social consequences. In these circumstances, education systems need to undergo fundamental changes to prepare children for life in a dynamic and changing society. The ineffectiveness of some educational models in nurturing thinking and responsible individuals has led to new pedagogical movements, such as philosophy for children (P4C), and teaching problem-solving, critical thinking, and creativity. At the heart of the Philosophy for Children programme is the 'Community of Inquiry', a dialogue space where students practice caring thinking and critical problem-solving through collaborative philosophical inquiry. The success of such research circles depends heavily on adequate educational resources, especially narratives that can inspire deep philosophical debate. Given the lack of emphasis on caring thinking in the P4C theoretical frameworks, the urgent need to reinvigorate the values of reflective dialogue in the world today and the need for appropriate literature to support caring thinking, a survey of widely-acclaimed children's stories is essential. This study therefore selected internationally best-selling and investigation-oriented stories for the age group C and used them as a trigger in the philosophical investigation community. This study aimed to address the following research issue: What is the impact of using foreign Age Group C narratives on the development of students' caring thinking and its subcomponents? Methodology: This study is a quasi-experimental research with a pretest-posttest design and a control group, and it is applied in terms of its purpose. The statistical population of the research consisted of male sixth-grade elementary school students in Isfahan during the 2024-2025 academic year. From this population, 60 students were selected using a two-stage cluster sampling method and subsequently assigned to two groups: an experimental group and a control group (n=30 per group). The intervention for the experimental group involved the use of inquiry-based and best-selling foreign storybooks from children's publications (published between 2016 and 2024) over 10 sessions within a community of inquiry framework. Data were collected using the Hedayati Caring Thinking Questionnaire (2018). The instrument's validity was established through confirmatory factor analysis, and its reliability was determined using Cronbach's alpha. To assess the significance of the intervention, one-way Analysis of Covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA) were conducted using SPSS software (version 26). Findings: The findings obtained from univariate analysis of covariance (ANCOVA) revealed that the use of selected foreign stories in the experimental group significantly increased students' overall scores in reflective thinking. However, multivariate analysis indicated that these stories led to significant improvements in only two components - "value-oriented thinking" and "active thinking" - while not demonstrating statistically significant effects on all components of reflective thinking. Conclusion: It can be concluded that the use of foreign literary stories in the context of a community of inquiry may help to improve some aspects of caring thinking in children. However, influencing all components requires more extensive interventions and further research. It is therefore recommended that before using these stories, they are revised and adapted to bring them into line with cultural and local standards in order to strengthen their ability to address the components of caring thinking. [ABSTRACT FROM AUTHOR]
ISSN:16809637