INVESTIGATION OF THE EFFECT OF PHILOSOPHY FOR CHILDREN APPROACH ON LISTENING COMPREHENSION OF FOURTH-GRADE PRIMARY SCHOOL STUDENTS
Abstract
This study aims to reveal the effect of the philosophy for children's approach on the listening comprehension of primary school fourth-grade students. A quasi-experimental design with a pretest-posttest control group was adopted as a method. The study population was fourth-grade students in 13 primary schools serving officially in Bayburt city center. Convenient sampling was used for the research sample. Thirty-three students from two different fourth-grades in the same school were selected as the study sample. The study's activities were based on the P4C approach in the experimental group's Turkish lessons, which lasted six weeks and twelve class hours. The activities were selected from the teacher's guidebook published by the first author, and stories were based on the guidebook. Listening comprehension achievement tests were used as a data collection tool. When the data obtained from the achievement tests were analyzed, nonparametric tests were used in the data analysis process because they did not meet the normality assumptions. In the data analysis, the Man Whitney U test was used to determine the difference between the experimental and control groups, and the Wilcoxon signed-rank test was used to determine the differences between the pretest and posttest scores of the experimental and control groups. After the analysis, no statistically significant difference was found. Within the groups, it was seen that the pretest and posttest achievement scores created a significant difference in favor of the experimental group. As a result, the philosophy for children approach contributed positively to the listening skills of fourth-grade primary school students.
Article visualizations:
Keywords
Full Text:
PDFReferences
Ahmadi, H. & Egbbali, A. (2022). Philosophy for children and professional development of teachers (qualitative study). Journal of Philosophical Investigations, 16(39): 113-128. http://doi.org/10.22034/jpiut.2022.52657.3321
Akkocaoğlu-Çayır, N. (2015). A qualitative study on education of philosophy for children. (Unpublished Doctoral Dissertation). Hacettepe University, Türkiye.
Akkocaoğlu-Çayır, N. (2019). Philosophy for children in teacher education: Effects, difficulties, and recommendations. International Electronic Journal of Elementary Education, 11(2):173-180. https://10.26822/iejee.2019248591
Anderson, & Lynch, T. (1988). Listening. New York: Oxford University Press. Retrieved from https://books.google.ro/books/about/Listening.html?id=PI72nQEACAAJ&redir_esc=y
Aytan, T. (2011). The effects of active learning techniques on listening ability. Ordu University Social Sciences Research Journal. 2, 4. 23–43. Retrieved from https://files.eric.ed.gov/fulltext/EJ1140622.pdf
Bleazby, J. (2006). Autonomy, democratic community, and citizenship in philosophy for children: Dewey and philosophy for children’s rejection of the individual/ community dualism. Analytic Teaching, 26(1), 30–52. Retrieved from http://journal.viterbo.edu/index.php/at/article/view/832/596
Boyraz, C. (2019). Practices of philosophy with children in primary education: An action research, (Unpublished Doctoral Dissertation). Anadolu University, Türkiye.
Boyraz, C.; Turkcan, B. (2021). Development of a primary school teacher on philosophy with children: An action research. International Electronic Journal of Elementary Education, 13(4): 491-510 https://10.26822/iejee.2021.207
Boyraz, C., (2023). Çocuklar için felsefe öğretmen kılavuzu. Sadık Uygun Yayınları, İzmir.
Buck, G. (2001). What practitioners say about listening: Research implications for the classroom. Foreign Language Annals, 17 (4), 331–334. https://doi.org/10.1111/j.1944-9720.1984.tb03236.x
Burgh, G., & Yorshansky, M. (2011). Communities of inquiry: Politics, power, and group dynamics. Educational Philosophy and Theory, 43(5), 436–452. https://10.1111/j.1469-5812.2007.00389.x
Cam, P. (2003) The question quadrant. Critical & Creative Thinking, 11(2), 61-64.
Cam, P. (2014). Philosophy for children, values education and the inquiring society, Educational Philosophy and Theory, 46/11, 1205. Retrieved from http://dx.doi.org/10.1080/00131857.2013.771443
Cassidy, C., Marwick, H., Deeney, L., & McLean, G. (2018). Philosophy with children, self-regulation, and engaged participation for children with emotional-behavioral and social communication needs. Emotional and Behavioural Difficulties, 23(1), 81–96. https://doi.org/10.1080/13632752.2017.1388654
Cleary, J.P. (2011). The role of philosophy for children's community of philosophical inquiry in critical media literacy. (Unpublished Doctoral Dissertation). Montclair State University. Retrieved from https://digitalcommons.montclair.edu/etd/262/
Cohen, L., Manion, L., & Morrison, K. (2017). Eğitimde araştırma yöntemleri (8. Baskı). Pegem Akademi.
Elvis, L. (2023). Attentiveness, qualities of listening and the listener in the community of philosophical inquiry. Childhood & Philosophy, 19, 01–22. https://doi.org/10.12957/childphilo.2023.76451
Fraenkel, J., Wallen, N., & Hyun, H. (1993). How to design and evaluate research in education 10th ed. McGraw-Hill Education. Retrieved from https://saochhengpheng.wordpress.com/wp-content/uploads/2017/03/jack_fraenkel_norman_wallen_helen_hyun-how_to_design_and_evaluate_research_in_education_8th_edition_-mcgraw-hill_humanities_social_sciences_languages2011.pdf
Garip, S. & Göçer, A. (2022). Türkçe dersi etkileşimli sınıf ortamlarında dinleme becerisinin gelişimi ve değerlendirilmesi. Journal of Multidisciplinary Studies in Education, 6(4), 112-132.
Gilakjani, A.P. & Ahmadi, M.R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 977-988. Retrieved from https://doi.org/10.4304/jltr.2.5.977-988
Gordon, M. (2011). Listening as embracing the other: Martin Buber's philosophy of dialogue. Educational Theory 61(2):207–219. https://doi.org/10.1111/j.1741-5446.2011.00400.x
García-Moriyón, González-Lamas, J., Botella, J., González Vela, J., Miranda-Alonso, T., Palacios, A., & Robles-Loro, R. (2020). Research in moral education: The contribution of P4C to the moral growth of students. Education Sciences, 10(4), 119. https://doi.org/10.3390/educsci10040119
Garret, D., & Piper, H. (2011). Citizenship education and philosophical inquiry: Putting thinking back into practice. Education, Citizenship and Social Justice, 7(1), 71-84. https://10.1177/1746197911432592
Golding, C. (2007). Pragmatism, constructivism Socratic objectivity: The pragmatist epistemic aim of Philosophy for Children. In 36th Annual PESA Conference Creativity, Enterprise and Policy, Dec. 6-9. Wellington. Retrieved from https://pesa.org.au/images/papers/2007-papers/golding2007.pdf
Gregory, M. (2008). Philosophy for children: Practitioner handbook. Montclair, USA: IAPC Publication. Retrieved from https://books.google.ro/books/about/Philosophy_for_Children.html?id=7FamYgEACAAJ&redir_esc=y
Ide, K. W. (2021). From listening to asking: issues of power balance in P4C. New Zealand Journal of Educational Studies, 57, 7–20 https://doi.org/10.1007/s40841-021-00225-0
Karabatak-Yılmaz, N. (2023). The effect of Philosophy for Children (P4C) Program on oral communication skills of secondary school, (Unpublished Master Thesis). Burdur Mehmet Akif Ersoy University, Türkiye.
Karaboğa, İ. (2023). Investigation of the effect of the philosophy education program for children on the listening skills of pre-school children (Unpublished Master Thesis). Hasan Kalyoncu University, Türkiye.
Karadağ, F., & Demirtaş, V.Y. (2018). The effectiveness of the philosophy with children curriculum on critical thinking skills of pre-school children. Education and Science, 43(195), 19-40. http://dx.doi.org/10.15390/EB.2018.7268
Kardaş, M. N. & Harre, T., (2015). Proposals of actıvıtıes for ımprovıng Türkish listenıng/watching skills of 6th-8th grade students. Akademik Sosyal Araştırmalar Dergisi, 13, 264-291. http://dx.doi.org/10.18298/ijlet.224
Kaźmierczak, M. (2020). What is communication? Investigations with kindergarten children. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, (30), 88-107. http://dx.doi.org/10.14746/ikps.2020.30.05
Laverty, M. J. (2015). Philosophy for Children and Listening Education: An Ear for Thinking. In L. J. Waks (Ed.), Listening to Teach: Beyond Didactic Pedagogy (pp. 53–68). State University of New York Press. https://doi.org/10.2307/jj.18253029.7
Lipman, M. (2003). Thinking in education. Cambridge University Press. https://doi.org/10.1017/CBO9780511840272
Lipman, M., Sharp, M. A., & Oscanyan, F.S. (1980). Philosophy for children. Temple University Press.
Lomaca, C., & Chiado, J. A. (2019). Learning values and critical Thinking: A P4C approach for young children. Revista de Filosofie Aplicată, 2(2), 22-38. Retrieved from https://filosofieaplicata.ro/index.php/filap/article/view/15
Melanlıoğlu, D., (2011). İlköğretimde Türkçe öğretim programının “dinleme türleri” bakımından değerlendirilmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 12 (3), 65-78. Retrieved from https://dergipark.org.tr/tr/pub/inuefd/issue/8698/108632
Mendelsohn, D. J. (1999). The power of listening ability: An overlooked dimension in language acquisition, The Modern Language Journal, 3, 4. 75-91. https://doi.org/10.2307/328825
Pritchard, M (2014). Philosophy for Children. Edward N. Zalta (ed.) Stanford encyclopedia of philosophy. https://plato.stanford.edu/archives/spr2014/entries/children/
Sekin, V. (2023). Investigate the effect of primary school 4th grade listening/watching texts on listening/watching skills using flipped learning model. (Unpublished Master Thesis). Fırat University, Türkiye.
Sever, S. (2000). Türkçe öğretimi ve tam öğrenme. Ankara: Anı Yayıncılık. Retrieved from https://pegem.net/urun/Turkce-Ogretimi-ve-Tam-Ogrenme/66982
Splitter, L. (2011). Identity, citizenship, and moral education. Educational Philosophy and Theory, 43(5), 484–505. https://10.1111/j.1469-5812.2009.00626.x
Trickey, S., & Topping, K.J. (2004). ‘Philosophy for children’: A systematic review. Research Papers in Education, 19(3), 365–380. Retrieved from https://doi.org/10.1080/0267152042000248016
Yemenici, A.İ. (2019). The effect of fairy tales activities on listening skills in Turkish instruction. (Unpublished Doctoral Dissertation). Gazi University, Türkiye.
DOI: http://dx.doi.org/10.46827/ejes.v11i11.5707
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Celal Boyraz, Yasin Ayday
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
