The Effectiveness of The Philosophy with Children Curriculum on Critical Thinking Skills of Pre-School Children

Karadağ, Filiz; Demirtaş, Vesile Yıldız

doi:10.15390/eb.2018.7268

Cited by 12 publications

(14 citation statements)

References 37 publications

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“…It is also revealed by Maryanti, et al (2019) Taking children to the zoo can foster the natural intelligence of the child, but the child can directly objectify animals and plants. Children are expected to be critical and logically thinking through direct learning in nature (Cassidy & Christie, 2013;Karadağ & Demirtaş, 2018). Learning at the zoo also keeps children from getting bored (Maryanti et al, 2019).…”

Section: Children Love Collecting Animal Mini Toysmentioning

confidence: 99%

Strategies for Developing Naturalist Intelligence at Nature Schools

Liani

Barsihanor

2020

JK6EM

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Early childhood education plays an important role and determines for the next child's development. PAUD Institution is the basic foundation in the formation of child personality. Through natural learners gain greater opportunity to develop their naturalist intelligence while in school. This study uses a descriptive qualitative approach with a multi-site study design. The data collection techniques used are interviews, observation, and documentation in the PAUD Alam Berbasis Karakter Sayang Ibu Banjarmasin City and PAUD Alam Darunnajah Banjarbaru City. The informant in this study is the head of the PAUD, teachers, and students. Once data is acquired, it is analyzed by single-site analysis and cross-site data analysis. The validation of data is using the triangulation of sources, and techniques. This research finds several development findings. The strategy used by PAUD Alam Berbasis Karakter Sayang Ibu Banjarmasin City and PAUD Alam Darunnajah Banjarbaru City in developing naturalist intelligence is through natural-based learning. The learning process is done by utilizing the natural environment. While the obstacles experienced by the school in developing natural intelligence are activities at the beginning of the lesson, the lack of teachers following academic qualifications, and financial problems of the school.

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Section: Children Love Collecting Animal Mini Toysmentioning

confidence: 99%

Strategies for Developing Naturalist Intelligence at Nature Schools

Liani

Barsihanor

2020

JK6EM

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“…Bu konudaki literatür incelendiğinde araştırmalarda farklı yöntemler kullanılarak çocukların eleştirel düşünme becerilerinin geliştirilebildiği görülmektedir (Akköse, 2008;Bodur, 2010;Chandra, 2008;Demir, 2006;Dovigo, 2016;Duran ve Dökme, 2016;Fernández-Santín ve Feliu-Torruell, 2020;Karadağ ve Demirtaş, 2018;Koç, 2007;Tonus, 2012). Bu araştırmada ele alındığı gibi eleştirel düşünmenin alt boyutları olan yorumlama ve açıklama becerileri açısından bakıldığında Karadağ ve Demirtaş (2018) "Çocuklarla Felsefe" öğretim programının okul öncesi çocukların eleştirel düşünme becerileri kapsamında dil ve bilişsel becerilerinin gelişimini olumlu etkilediğini bulmuşlardır.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…Vygotsky ayrıca üst zihinsel fonksiyonların temelinde sosyal etkileşimin önemli bir faktör olduğunu vurgulamıştır (Louca, 2008). Erken çocukluk dönemineyönelik yapılan çalışmalar (Bell, 2010;Collier, Guanther ve Veerman, 2002;Fernández-Santín ve Feliu-Torruell, 2020;Karadağ ve Demirtaş, 2018;Scheau, 2012;Şahhüseyinoğlu, 2010), çocukların eleştirel düşünme becerilerini geliştirirken kullanılacak yöntem ve yaklaşımlar konusuna dikkat çekerken, kullanılacak farklı yaklaşımların eleştirel düşünme becerisinin gelişimini olumlu yönde etkileyebileceğini göstermektedir. Bu çalışmalar öğretim stratejilerinin rolü, sorular, oyun ve merak konuları üzerinde yoğunlaşmaktadır.…”

Section: Introductionunclassified

“…(MEB, 2013, s. 11). Bu konuda yapılmış olan araştırmalar (Chandra, 2008;Davis-Seaver, Smith ve Leflore, 2003;Heyman, 2008;Karadağ ve Demirtaş, 2018;Kuhn, 1999;León, 2015) erken çocukluk döneminde dahi çocukların eleştirel düşünebildiklerine yönelik örneklerin bulunduğunu göstermekle birlikte, çeşitli yöntemler kullanarak hem aile içi hem de sınıf içi etkileşimler yoluyla çocuklardaki eleştirel düşünme becerilerinin geliştirilebileceğine dikkat çekmektedir. Bu araştırmanın da çıkış noktasını oluşturan çocukların eleştirel düşünme becerilerinin desteklenmesi, önemli görülmektedir.…”

Section: Introductionunclassified

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The Effectiveness of Storyline-Based Education Program on Critical Thinking Skills of Preschool Children

Yaralı

Aytar

2020

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“…When Kurnaz (2017) compared the effect of general and immersion approaches on CT skills, the general approach was more effective than the immersion approach in enhancing CT skills ( η 2 = 0.23). Also, there have been many other experimental studies which concluded that the general approach (Arı, 2020 ; Eldeleklioğlu & Özkılıç, 2008 ; Karadağ & Demirtaş, 2018 ; Rahdar et al, 2018 ; Zulkifli & Hashim, 2020 ), the immersion approach (Bağ, 2020 ; Fung & Howe, 2012 ; Reed & Kromrey, 2001 ; Yuan et al, 2008 ) and the mixed approach (Ku et al, 2014 ; Plath et al, 1999 ) enhances CT. Although there have been several experimental studies of the effectiveness of these approaches, there is no consensus about which approach is more effective (Cáceres et al, 2020 ; Larsson, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

How to teach critical thinking: an experimental study with three different approaches

Orhan

2022

Learning Environ Res

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The aim of this study was to examine the effects of critical thinking (CT) teaching involving general, immersion, and mixed approaches on the CT skills and dispositions of high-school students. The study, which had three experimental groups (EG) and one control group, employed a pretest–posttest control-group quasi-experimental design. CT teaching was initiated with a general approach in EG I, an immersion approach in EG II, and a mixed approach in EG III. The Critical Thinking Skill Test and UF/EMI Critical Thinking Disposition Instrument were used to collect the data. General, immersion, and mixed approaches improved CT skills and dispositions, with a large effect size for the improvement of CT skills. CT teaching with general, immersion, and mixed approaches had large, moderate, and small effects, respectively, on improving CT dispositions. In terms of improving CT skills and dispositions, the most effective approach, respectively, was the general, mixed, and immersion approach.

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The Effectiveness of The Philosophy with Children Curriculum on Critical Thinking Skills of Pre-School Children

Cited by 12 publications

References 37 publications

Strategies for Developing Naturalist Intelligence at Nature Schools

Strategies for Developing Naturalist Intelligence at Nature Schools

The Effectiveness of Storyline-Based Education Program on Critical Thinking Skills of Preschool Children

How to teach critical thinking: an experimental study with three different approaches

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