The content analysis of questioning level at p4c classroom

Abstract

This study attempts to see if there is any effect of philosophy for children method on student questioning level. To this end, randomized subjects, pretest-posttest control group design with random assignment (60 subjects in experimental groups and 60 subjects in control groups) were used. Pretest and posttest were implemented for each of two groups. Then the experimental group was trained by philosophy for children method, sessions once a week for six months. At the end of six months, posttest in both experimental and control groups was performed. The gathered data with using questioning Fisher method (2005) which was based on storytelling and using Philip Cam (1998) thinking stories books. Data were analyzed with quantitative content analysis and the following were found: teaching philosophy for children was significantly effective on the questioning level in experimental group. After teaching philosophy for children, level of questioning increased from “knowledge” to “analysis”.

Keywords: Philosophy for children; elementary school; questioning level