Enhancing critical thinking and English-speaking skills of gifted students through philosophy for children approach

Feride Acar; Recep Şahin Arslan

Makale detayları

Enhancing critical thinking and English-speaking skills of gifted students through philosophy for children approach

Yazarlar:

Feride Acar | Recep Şahin Arslan

Yayıncı:

İzzet KARA

Ana Başlıklar:

Other Fields of Education

Dergi:

International Journal of Assessment Tools in Education Vol.10 Issue 2, pp.345-375

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001290446

pISSN:

2148-7456

Anahtar kelimeler:

Özet:

 This study aimed at investigating the effectiveness of Philosophy for Children P4C approach on the critical thinking and English-speaking skills of twenty-three 7th grade gifted students learning English as a foreign language at a Science and Art Center SAC in the city of Denizli, Türkiye. In the study a mixed methods research design was adopted with the participation of randomly assigned experimental and control groups. While quantitative data were collected through the Cornell Critical Thinking Test CCTT X level and the Cambridge English Speaking Test A2 level for Schools, qualitative data were collected through reflective diaries written by the experimental group participants and evaluation forms. While the control group followed the usual SAC English speaking lessons, English speaking lessons for the experimental group were based on the P4C approach. According to the quantitative data findings, there was an increase in the scores of both groups in terms of speaking skills in English, however this difference was not statistically significant. In terms of critical-thinking skills, there was a slight decrease between the pre-test and post-test scores of the control group and an increase in the scores of the experimental group and this difference was statistically significant. In addition, the qualitative data revealed that the experimental group participants generally provided positive feedback on P4C practices and speaking lessons based on the P4C approach created positive effects on their critical thinking and speaking skills in English, while such an application did not create a significant effect on their speaking skills in English.

 This study aimed at investigating the effectiveness of Philosophy for Children P4C approach on the critical thinking and English-speaking skills of twenty-three 7th grade gifted students learning English as a foreign language at a Science and Art Center SAC in the city of Denizli, Türkiye. In the study a mixed methods research design was adopted with the participation of randomly assigned experimental and control groups. While quantitative data were collected through the Cornell Critical Thinking Test CCTT X level and the Cambridge English Speaking Test A2 level for Schools, qualitative data were collected through reflective diaries written by the experimental group participants and evaluation forms. While the control group followed the usual SAC English speaking lessons, English speaking lessons for the experimental group were based on the P4C approach. According to the quantitative data findings, there was an increase in the scores of both groups in terms of speaking skills in English, however this difference was not statistically significant. In terms of critical-thinking skills, there was a slight decrease between the pre-test and post-test scores of the control group and an increase in the scores of the experimental group and this difference was statistically significant. In addition, the qualitative data revealed that the experimental group participants generally provided positive feedback on P4C practices and speaking lessons based on the P4C approach created positive effects on their critical thinking and speaking skills in English, while such an application did not create a significant effect on their speaking skills in English.

 This study aimed at investigating the effectiveness of Philosophy for Children P4C approach on the critical thinking and English-speaking skills of twenty-three 7th grade gifted students learning English as a foreign language at a Science and Art Center SAC in the city of Denizli, Türkiye. In the study a mixed methods research design was adopted with the participation of randomly assigned experimental and control groups. While quantitative data were collected through the Cornell Critical Thinking Test CCTT X level and the Cambridge English Speaking Test A2 level for Schools, qualitative data were collected through reflective diaries written by the experimental group participants and evaluation forms. While the control group followed the usual SAC English speaking lessons, English speaking lessons for the experimental group were based on the P4C approach. According to the quantitative data findings, there was an increase in the scores of both groups in terms of speaking skills in English, however this difference was not statistically significant. In terms of critical-thinking skills, there was a slight decrease between the pre-test and post-test scores of the control group and an increase in the scores of the experimental group and this difference was statistically significant. In addition, the qualitative data revealed that the experimental group participants generally provided positive feedback on P4C practices and speaking lessons based on the P4C approach created positive effects on their critical thinking and speaking skills in English, while such an application did not create a significant effect on their speaking skills in English.

 This study aimed at investigating the effectiveness of Philosophy for Children P4C approach on the critical thinking and English-speaking skills of twenty-three 7th grade gifted students learning English as a foreign language at a Science and Art Center SAC in the city of Denizli, Türkiye. In the study a mixed methods research design was adopted with the participation of randomly assigned experimental and control groups. While quantitative data were collected through the Cornell Critical Thinking Test CCTT X level and the Cambridge English Speaking Test A2 level for Schools, qualitative data were collected through reflective diaries written by the experimental group participants and evaluation forms. While the control group followed the usual SAC English speaking lessons, English speaking lessons for the experimental group were based on the P4C approach. According to the quantitative data findings, there was an increase in the scores of both groups in terms of speaking skills in English, however this difference was not statistically significant. In terms of critical-thinking skills, there was a slight decrease between the pre-test and post-test scores of the control group and an increase in the scores of the experimental group and this difference was statistically significant. In addition, the qualitative data revealed that the experimental group participants generally provided positive feedback on P4C practices and speaking lessons based on the P4C approach created positive effects on their critical thinking and speaking skills in English, while such an application did not create a significant effect on their speaking skills in English.

Makale detayları

Enhancing critical thinking and English-speaking skills of gifted students through philosophy for children approach

Yazarlar:

Feride Acar | Recep Şahin Arslan

Yayıncı:

İzzet KARA

Ana Başlıklar:

Other Fields of Education

Dergi:

International Journal of Assessment Tools in Education Vol.10 Issue 2, pp.345-375

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001290446

pISSN:

2148-7456

Philosophy for Children (P4C)

Gifted students

English speaking skill

Critical thinkingPhilosophy for Children (P4C)

Gifted students

English speaking skill

Critical thinking

Sayı

Makale detayları

Yazarlar: Feride Acar | Recep Şahin Arslan

Yayıncı: İzzet KARA

Ana Başlıklar: Other Fields of Education

Dergi: International Journal of Assessment Tools in Education Vol.10 Issue 2, pp.345-375

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001290446

pISSN: 2148-7456

Sayı

Yazarlar:

Feride Acar | Recep Şahin Arslan

Yayıncı:

İzzet KARA

Ana Başlıklar:

Other Fields of Education

Dergi:

International Journal of Assessment Tools in Education Vol.10 Issue 2, pp.345-375

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001290446

pISSN:

2148-7456