پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 967 |
| تعداد مقالات | 8,010 |
| تعداد مشاهده مقاله | 13,573,711 |
| تعداد دریافت فایل اصل مقاله | 9,616,352 |
تحلیل محتوای کتاب‌های درسی پایه ی چهارم ابتدایی بر اساس مؤلفه‌های برنامه ی درسی آموزش فلسفه برای کودکان به روش اجتماع پژوهشی مبتنی بر هوش معنوی | ||
| اندیشه های نوین تربیتی | ||
| دوره 18، شماره 3 - شماره پیاپی 65، آبان 1401، صفحه 203-228 اصل مقاله (724.35 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2022.31950.3078 | ||
| نویسندگان | ||
| پونه یوسفیان اهری* 1؛ شهرام رنجدوست2؛ محمد عظیمی3 | ||
| 1دانشجوی دکتری تخصصی برنامه ریزی درسی،گروه برنامه ریزی درسی، دانشکده علوم انسانی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران. | ||
| 2استادیار،گروه برنامه ریزی درسی، دانشکده علوم انسانی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران. | ||
| 3استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. | ||
| چکیده | ||
| این پژوهش درصدد تحلیل محتوای کتاب‌های درسی پایۀ چهارم ابتدایی بر اساس مؤلفه‌های برنامۀ درسی آموزش فلسفه برای کودکان مبتنی بر هوش معنوی است. روش پژوهش توصیفی، شامل تحلیل اسنادی، تحلیل محتوا و رویکرد آن کاربردی بوده و منابع مورد تحلیل برای شناسایی ابعاد و مؤلفه‌ها (۴ مؤلفۀ اصلی و ۴۹ مؤلفۀ فرعی)، متن اسناد کتابخانه‌ای و همۀ کتاب‌های پایۀ چهارم ابتدایی بوده است. ابزارهای اندازه‌گیری، فرم فیش‌برداری و همچنین سیاهۀ تحلیل محتوای محقق‌ساخته بوده و روایی تحقیق از نظر صاحب‌نظران و متخصصان فلسفه برای کودکان و برنامه‌ریزی درسی مورد تأیید واقع گردید و پایایی آن نیز از طریق محاسبۀ آلفای کرونباخ 93٪ بیان گشت. در تحلیل محتوا با استفاده از آنتروپی شانون مؤلفۀ پیامدهای فردی تفکر فلسفی با ضریب اهمیت 597/0 بیشترین و مؤلفۀ چیستی فلسفه با ضریب اهمیت 052/0کمترین توجه را به خود اختصاص داده است. | ||
| کلیدواژه‌ها | ||
| فلسفه برای کودکان؛ اجتماع پژوهشی؛ هوش معنوی؛ کتاب‌های درسی پایۀ چهارم ابتدایی | ||
| عنوان مقاله [English] | ||
| Content Analysis of Fourth Grade Textbooks Based on the Components of Philosophy for Children Curriculum and Spiritual Intelligence | ||
| نویسندگان [English] | ||
| Pouneh Yousefian Ahari1؛ Shahram Ranjdoust2؛ Mohammad Azimi3 | ||
| 1Ph.D. Student, Department of Curriculum Planning, Faculty of Humanities, Branch, Islamic Azad University, Marand, Iran. | ||
| 2Assistant Professor, Department of Curriculum Planning, Faculty of Humanities, Marand Branch, Islamic Azad University, Marand, Iran. | ||
| 3Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran. | ||
| چکیده [English] | ||
| This study seeks to analyze the content of the fourth-grade textbooks based on the components of the philosophy for children curriculum and spiritual intelligence. Descriptive research methods of library document analysis and content analysis were used. To this end, the text of library documents and all fourth-grade textbooks were analyzed to identify the components. Research tools included a checklist and a researcher-made content analysis list. The research tools were validated and confirmed by experts in research, philosophy for children and curriculum development. The reliability of the tools was evaluated and confirmed by Cronbach's alpha of 93%. Shannon's entropy was used for content analysis, which revealed the personal outcomes of philosophical thinking with the highest coefficient of significance (0.597) and the nature of philosophy with the lowest coefficient of significance (0.052). Introduction Philosophy for children (P4C) is an approach conducive to cultivating thinking skills in learners (Rajabi Hamedani et al., 2018). P4C promotes the development of reasoning, creativity, critical thinking, moral understanding, artistic values, citizenship, interpersonal and personal development, and conceptualization of experiences (Worley, 2016). According to Cecero and Prout (2011), in recent years, educational systems have concentrated on academic achievement, mastery of subjects, and teaching the necessary skills for participating in exams, while neglecting the learners' social, emotional, and spiritual development (Ghasempour Dehaghani & Nasr Isfahani, 2011). Recently, however, the significance of the transcendental human dimension has dawned on the West; the World Health Organization (WHO) has put forward a new definition of health by expanding and developing the dimensions of human existence and recognizing the dimension of spirituality. As such, this dimension of human existence has entered anthropology and psychology, leading to the emergence of spiritual intelligence (Sajjadinejad and Akbari Charmahini, 2016). Spiritual intelligence includes a sense of meaning and mission in life, a balanced understanding of material values, and a belief in the betterment of the world (Amram, 2005:15). Elementary school books are extremely important in the formation of childhood beliefs, habits, and decision-making in adulthood (Azimi, 2020). To date, no research has been conducted on the P4C curriculum and spiritual intelligence. Therefore, it is necessary to explore the current status of the content of textbooks, identify their strengths and weaknesses, and provide appropriate content to meet children’s cognitive, emotional, and social needs. The present study, therefore, aimed to answer the following question: To what extent have spiritual intelligence-based P4C components been considered in fourth-grade textbooks in Iran? Methodology Seven fourth-grade textbooks were analyzed in this applied study. The research method was descriptive for extracting the components and involved document analysis. Moreover, the textbooks were reviewed and analyzed by content analysis. Library documents and seven fourth-grade textbooks, therefore, constituted the sources analyzed to identify the dimensions and components. Measurement instruments included a researcher-made note-taking form and a content analysis checklist to record the number of sentences, pictures, questions, and exercises. Experts in P4C and curriculum development evaluated and confirmed the extracted components, thereby approving the content and face validities of the research tools. The reliability of the tools was also confirmed with a Cronbach's alpha of 93%. To identify the components of the spiritual intelligence-based P4C curriculum, first, the theoretical foundations of such a curriculum were collected from books, papers, websites, relevant materials, domestic and foreign research literature. The theoretical framework was then developed using document analysis and the descriptive-analytical method. Library documents were examined by the descriptive-analytical-inferential method. Through repeated reading, the texts were analyzed by open, axial, and selective coding, which yielded four main components and 49 subcomponents. The codes were tabulated and, using descriptive statistics in SPSS, the frequency and percentage of axial codes were calculated. Results After extracting the components by the secondary research method and starting the content analysis process, the frequencies of each component were calculated and transformed into normalized data based on the first step of Shannon's entropy method. The uncertainty of the data obtained from these tables was listed according to the second step of the entropy method. Finally, based on the third step of the entropy method, the significance coefficient was obtained to determine which component has received the greatest attention and importance. The results are presented in Table 1. The component of personal outcomes of philosophical thinking (frequency: 2805) had the highest, while the nature of philosophy (frequency: 809) had the lowest frequency in the seven fourth-grade textbooks. Out of a total of 6951 frequencies of the optimal components of the spiritual intelligence-based P4C in the textbooks, 809 belonged to the nature of philosophy, 2805 to personal outcomes of philosophical thinking, 2440 to social outcomes of philosophical thinking, and 897 to educational strategies for teaching philosophy. The highest significance coefficients among the spiritual intelligence-based P4C components in the textbooks belonged to personal outcomes of philosophical thinking (0.597), whereas the lowest coefficient belonged to the nature of philosophy (0.052). Discussion and conclusion The research findings indicate that the level of attention differs across components, and the status of thinking, philosophizing, and teamwork is ambiguous in these textbooks. Little attention has been paid to the nature of philosophy and components such as surprise, curiosity, discovery, and questioning, which form the basis of P4C. Moreover, little attention has been paid to social dimensions, while the role of individuality has been prominent. This study was limited by restrictions on comparing the research findings with the results of other studies due to the difference in the spiritual intelligence variable and the choice of the fourth-grade textbooks. In addition to rich domestic resources, it is suggested that credible foreign philosophical stories be rewritten according to the rules of the Iranian education system and the religious and national identity of the country. | ||
| کلیدواژه‌ها [English] | ||
| Philosophy for children, Community inquiry, Spiritual intelligence, Fourth-grade textbooks | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abedi, M., Nowruzi, R., Mehrabi, H., Heydari, M. (2019). Detection of Components of Philosophy for Children in Imam Ali's Teachings. Journal of Islamic Education, 14(28), 115-137. doi: 10.30471/edu.2019.1524 (Text in Persian) Afrasiyabpour, AA (2009). Gnostic Breeding. Irfan specialized quarterly. 5(20):13-36 (Text in Persian) Akbari, A. Masoudi, J (2015). Philosophy for Children: Religious Education Approaches to Teaching Thinking. Foundations of Education, 4(2), 117-136. doi: 10.22067/fe.v4i2.20445 Alizadeh, M; Jahanian, R (2019). Futures in Education, New Advances in Psychology, 22: 85-98 (Text in Persian). Asharlous, V., & Dadashi Khass, E. (2012). The effect of Managers' spiritual intelligence on the performance of public organizations employees. Journal of Innovation and Creativity in Human Science, 2(3), 97-135. Amram, J. (2005). Intelligence Beyond IQ: the contribution of emotional and Spiritual intelligence to effective business leadership. Institute of Transpersonal Psychology. Azar, A (2001). Extension and development of Shannon's entropy method for data processing in content analysis, Humanities Quarterly Alzahra University 37-38:1-18 (Text in Persian) Azimi, M (2015). Design and validation of health education and health promotion curriculum model in elementary school based on health system assumptions, doctoral thesis, Tabriz University. (Text in Persian) Azimi, D. M. (2020). Content Analysis of Third Grade Experimental Science Lessons Based on Health System Assumptions in Schools of the Islamic Republic of Iran. , 6(18), 38-50. (Text in Persian) Barnes, R. (2000). Mrs. Miggins in the classroom. British Journal of Special Education, 27(1): 22-28. Behzadi far, M (2015). Investigating the effectiveness of teaching philosophy for children (P4C) in spiritual education, the second national conference on sustainable development in educational sciences and psychology, social and cultural studies. Tehran. https://civilica.com/doc/394936 (Text in Persian) Bigdelo, M., Ali asgari, M., & Ghaedi, Y. (2015). A comparative evaluation study in “thinking and research textbook of 6th grade primary schools” and Philosophy for children (P4C) program.. Journal of Curriculum Studies, 10(37), 81-102. (Text in Persian) Borjali, Z ., Khosravi, Z., (2016). The relationship between Components of Spiritual Intelligence and Personal Identity. The Journal of New Thoughts on Education, 12(1), 97-115. doi: 10.22051/jontoe.2016.2272 Bowman, N. A. & Small, J. (2010). Do college students who identify with a previleded religion experience greater spiritual development exploring individual and instructional dynamics? Research in Higher Education, 51(7): 595- 614. Buchanan, M. T. (2010) Attending to the spiritual dimension to enhance curriculum change. Journal of Beliefs & Values, 31(22): 191 – 201. Cecero, J. J., Prout, T. A. (2011). Measuring faculty spirituality and its relationship to teaching style. Journal of Religion & Educatio, 38: 128–140. De Bono, E. (1993). Serious Creativity: Using the Power of Lateral Thinking to Create New Ideas. London: Harper Collins. Di Masi, D., & Santi, M. (2016). Learning democratic thinking: a curriculum to philosophy for children as citizens. Journal of Curriculum Studies, 48(1): 136-150. D'Olimpio, L. & Teschers, C. (2016), “Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life”, Philosophical Inquiry in Education, 23(2): 114-123. Emmons, R.A. (1999). The Psychology of ultimate concern: Motivation and spirituality in personality. New York: The Guilford Press. Farhosh, M., taqian, H., jamshidi, M., keshmiri, R. (2017). A Comparative Study on Sixth Ethical Virtues from the Viewpoint of Positive Psychology and Nahj al-Balagha. Studies in Islam and Psychology, 11(20), 39-58. doi: 10.30471/psy.2017.1367 (Text in Persian) Farhosh, M., Taqian, H., Jamshidi, M., Keshmiri, R. (2017). A Comparative Study on Sixth Ethical Virtues from the Viewpoint of Positive Psychology and Nahj al-Balagha. Studies in Islam and Psychology, 11(20), 39-58. doi: 10.30471/psy.2017.1367 (Text in Persian) Fathi L, Ahghar, Ph.D. G, Naderi, Ph.D. E.(2018) Teaching Philosophy for Children (P4C) Using a Community of Inquiry Method and its Impact on Students’ Accountability. QJFR; 15 (1) :7-18 (Text in Persian) Fathi Azar, E., Taghipour, K., & Haj Agaie Khiabani, A. (2020). The effectiveness of Teaching Philosophy for Children on emotional self-regulation in labor children. Thinking and Children, 10(2), 151-172. doi: 10.30465/fabak.2020.4930 (Text in Persian) Fisher, Robert (2016). Teaching thinking to children, translated by M, Safai Moghadam and A, Najarian, Ahvaz, Rash. (Text in Persian) Ghanbari, S., & karimi, I. (2016). Spiritual Intelligence components in Nahj. Quarterly Journal of Nahj al-Balagha Research, 4(13), 99-119. doi: 10.22084/nahj.2016.1473 (Text in Persian) Ghasem pour dehaghani, A; Nasr isfahani, A.r (2012). Spiritual approach and curriculum planning. Scientific Journal of Islamic Education, 19(13),71 -92 . (Text in Persian) Hedayati, M; Qaidi, Y; Shafiabadi, A; Yonsi, Gh.R (2008). Investigating the effect of implementing "Philosophy Program for Children" in the form of a research community on improving the interpersonal relationships of elementary school students in Tehran from the teachers' point of view, New Thoughts in Educational Sciences, 3: 157-133. (Text in Persian) Hedayati, M. (2014). Teacher Training Course for “Philosophy for Children” Program in Iran and Developed Countries: A Comparative Study. Thinking and Children, 5(9), 105-138. (Text in Persian) Hogan, M. J. (2006). ‘Cultivating Thought-full and Creative Thinkers: A Comment on Guality Merging Costa with Claxton et al.’, Thinking Skills and Creativity, 1: 152-154. Ismaeil zadeh, T; Allah karami, A.(2016). Multimedia Presentation of Philosophy for Children and Its Effect on Thinking Faculty of Elementary Students. Thinking and Children, 6(12), 1-21. (Text in Persian) Ismaeili kartiji, M (2014). Teaching philosophy to preschool and elementary school children. Philosophy and the child. 5-6:25-44 (Text in Persian) Kamalimotlagh, T., Noshadi, N (2017). The effect of teaching philosophy for children on the questioning level of elementary school students. Thinking and Children, 8(1), 1-13. (Text in Persian) Kalantari, S., Banijamali, S., & khostavi, Z. (2015). The Effect of Philosophy for Children Program (P4C) on Reduction of Irrational Thoughts in 6th Academic Year Students in Brujen. Clinical Psychology and Personality, 12(2), 37-48. (Text in Persian) Khonakdar, M., salahshoori, A., & yusefzade, M. (2017) Investigating the importance of the two components of critical thinking and inner desire in the fifth grade experimental science textbook. The knowledge studies in the Islamic university. , 21(71), 283-299. (Text in Persian) Lipman, Mathew (2005). An Interview with Mathew Lipman: Thinking. Philosophy for children, Montclair state university, Newjersy, 17(4): 23-29. Lipman, M. (2003). Thinking in Education. Second edition, Cambridge University Press. Mahrouzadeh, T., sattari, A., Maleki, Z. (2019). The Effect of Kalileh wa Demneh Stories on Critical Thinking, Reasoning and Questioning Skills of Children by Using "Philosophy for Children" (P4C) Program. Journal of Islamic Education, 14(28), 95-114. doi: 10.30471/edu.2019.1523 (Text in Persian) Mahmoudi, S. (2020). Meta-Analysis of the Effectiveness of Implementing Philosophy for Children Program on Students' Intellectual Skills.. Thinking and Children, 10(2), 263-286. doi: 10.30465/fabak.2020.4958 (Text in Persian) Makaiau, A. S. (2016). The philosophy for children Hawai‘i approach to deliberative pedagogy: a promising practice for preparing pre-service social studies teachers in the college of education. Analytical Teaching and Philosophical Praxis, 36 (1): 1-7. Moosavi, S. H., Talebzadeh Nobarian, M., Mirloo, M., & Asadzadeh, S. (2013). The roll of spiritual intelligence and psychological empowerment in the organizational citizenship behavior. Educational and Scholastic studies, 2(2), 98-123. (Text in Persian) Marashi, S. M., Hashemi, S. J., & Moghimi Gasak, A. (2013). Reading and Writing and Divine Gifts: Do the Textbooks Contain Features of Philosophy for Children Program?. Thinking and Children, 3(5), 69-89. (Text in Persian) Motamedi Mohammadabadi, M., Azimi, E., & Nowrozi, R. A. (2019). Content Analysis of Farsi Elementary School Reading Textbooks Based on Philosophical Thought Criterions on Lippman's theory. Research in Curriculum Planning, 16(63), 93-107. doi: 10.30486/jsre.2019.551454. (Text in Persian) Murris. K. (2016). The Philosophy for Children curriculum: Resisting ‘teacher proof’ texts and the Formation of the Ideal Philosopher Child. Studies in Philosophy and Education, 35(1): 63-76. Parvin, B. (2019). Detective story - a mystery in the philosophy program for children. Thinking and Children, 9(2), 49-72 (Text in Persian). Naji, S; Khatibi Moghadam, S (2016). The effect of the philosophical exploration method on the dialogue skills of elementary school students. Thinking and Children, 7(1), 83-110. (Text in Persian) Naqibzadeh, M.A.H (2012). An introduction to philosophy, Tehran, Tahori Publications. (Text in Persian) Nowrozi, Reza Ali; Nosrati-Hashi, Kamal; Abbaspour, Nafiseh; Hosni, Mihan (2014). The effect of the implementation of the philosophy education program for children on the spiritual growth of female students in Isfahan city, Educational sciences from the perspective of Islam, 5: 55-75. (Text in Persian) Peirce, C. S. (1955). The Philosophical Writings of Peirce, J. Buchler (ed.), New York: Dover. Retrieved from Internet, www.dbking.net. Qabadian, Muslim (2014). The effect of philosophy teaching program to children on the social skills of elementary fifth grade students, Educational Research, 30: 138-148. (Text in Persian) Rajabi, M., Baygzade, Kh., Naji, S, & Isfandyari, S . (2018). Iranian fairy tales are a tool for children's intellectual development (an educational approach based on Lipman's theory), .. Thinking and Children, 8(2), 59-86. (Text in Persian) Ramezani, M (2014). Philosophy program for children in Iran, from theory to school, Philosophy, 61: 52-54 (Text in Persian). Rezaei, N. M., Padervand, N., Sobhani, A., & rezaei, A. M. (2014). The Effects of Teaching Philosophy to Children and Its Role on Creativity and Components Fluidity, Originality, Flexibility, and Expandability. Journal of Innovation and Creativity in Human Science, 4(2), 19-36. (Text in Persian) Rodgar,J (2009). Spirituality in holy Quran. Spiritualism in the Qur'an (the foundations, components and functions of Qur'anic spirituality), Islamic Sciences, 14: 15-32 (Text in Persian). Rostami, K., Fayaz, I., Mofidi, F., Maleki, H., & Beheshti, S. (2019). The Effect of Philosophy for Children Educational Program on the Reasoning Skills of the Fifth Grade Elementary School Boy Students. Journal of Research in Educational Science, 13(46), 23-33. doi: 10.22034/jiera.2019.144300.1584 (Text in Persian) Sajadinezhad, M. S., & Akbari Chermahini, S. (2016). A Developmental Study of Spiritual Intelligence from Adolescence to Elderly. Positive Psychology Research, 2(2), 1-18. doi: 10.22108/ppls.2016.21333 (Text in Persian) Sattāri, A. (2016). The approaches dealing with philosophy for children’s curriculum and introducing a new strategy for its application in Iran. Educational Innovations, 15(2), 50-70. (Text in Persian) Sabbagh Hassanzadeh, Talat (2014). Designing a model of philosophy curriculum for children in primary school based on the philosophy of Islamic education and training, doctoral dissertation, Allameh Tabatabai University (Text in Persian). Sharfi, Mohammad Reza (1381). Top Thought, Soroush, Tehran (Text in Persian). Senjari, H (2018). Investigating the possibility of developing spiritual intelligence in the light of philosophical mindset, case study: graduate students of Shahid Chamran University of Ahvaz, master's thesis, Shahid Chamran University of Ahvaz (Text in Persian). Sisk, D. & Torrance, E. P. (2001). Spiritual Intelligence: Developing higher consciousness. Buffalo, NY: Creative Education Foundation Press. Sohrabi F, Naseri E.(2010) A study of the conception and components of spiritual intelligence and developing an instrument to assess it. rph . 3 (4) :69-77 (Text in Persian) Stevens, B. (1996). What about Spiritual intelligence? St. Mark’s Review, 167: 19-22. Worley, P. (2016). Philosophy and children. The Philosophers' Magazine, 72: 119-120. Tabatabaei, Z., & Mousavi, M. (2012). The Impact of Teaching Philosophy for Children on Questioning and Critical Thinking of Iranian Elementary School Girls. Thinking and Children, 2(3), 73-90. (Text in Persian) Yang, K. and Maou, X. (2007). “A study of nurse’s spiritual intelligence: A cross-sectional questionnaire survey”, International Journal of nursing studies, 44: 999-1010. Zarei Matin, H; Kheyrandish, M; Jahani, H(2011). Conceptualization of Spiritual Intelligence in Organization (Case Study in Labbafi Nejad Hospital of Tehran). Public Management Rese | ||
|
آمار تعداد مشاهده مقاله: 805 تعداد دریافت فایل اصل مقاله: 501 |
||
