Meta-analysis of the effectiveness of teaching philosophy to children on students' critical thinking

Document Type : Scientific Articles

Authors

1 M.A. of Educational Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Marvdasht Branch, Marvdasht, Iran.

2 Ph.D. Student in Educational Psychology, Faculty of Education & Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.

Abstract

Abstract
Critical thinking is a thought process that is based on conclusions, decision-making and drawing, related data including analysis, explanation, hypothesis, reasoning and development of thinking. The present research was done by meta-analysis method and by combining the research on teaching philosophy’s effectiveness to children. The statistical population of the present meta-analysis of the available researches regarding the effectiveness of teaching philosophy to children in critical thinking in available computer databases in Iran, such as the Academic Jihad Scientific Database (SID), the National Journals Database (Magiran), and the database of specialized journals. Noor (Noormags) from 1380 to 1400, as well as foreign scientific databases Science Direct, PubMed, and Google Scholar, which were published from 2000 to 2021. Based on the inclusion and exclusion criteria for primary research as well as sensitivity analysis, 25 effect sizes from 23 studies were examined by CMA software. The results of this research showed that the effect size of the random model summary was equal to 1.00, which is statistically significant and indicates the positive effects in philosophy to children in developing their critical thinking skills.Therefore, it is suggested that teaching philosophy for children should be included in formal education programs.

Keywords

Journal of Educational Psychology Studies
Volume 20, Issue 51
December 2024
Pages 137-118

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