Abstract:
The objective of this research is determining the effectiveness of philosophy education on metacognitive beliefs among high school students. The objective of the research is applied and the method of data gathering is semi-experimental, pre-test and post-test with control group. Statistical population includes high school students in district 3 of Tehran in the first mid-term of educational year of 2018-2019 (N=6500). The sample size was considered 30 and for sampling the method of random clustering sampling was used. Data gathering tool, was metacognitive questionnaire of Wells (1997) including 30 articles and 5 subscales with titles of positive beliefs about anxiety, cognitive trust, cognitive self-recognition, negative beliefs about uncontrollability of thoughts, beliefs about requiring to control thoughts in the pattern of four-grade scale and holding educational course of philosophy for children for experiment group for 13 60-miniute sessions based on “philosophy for children, lesson plans” of Michael Burroughs. For data analysis, covariance analysis was used. The results indicated that philosophy education affects metacognitive beliefs among students of first grade high school, as it improves the level of metacognitive beliefs with effectiveness rate of 5.34.
Machine summary:
Data gathering tool, was metacognitive questionnaire of Wells (1997) including 30 articles and 5 subscales with titles of positive beliefs about anxiety, cognitive trust, cognitive self-recognition, negative beliefs about uncontrollability of thoughts, beliefs about requiring to control thoughts in the pattern of four-grade scale and holding educational course of philosophy for children for experiment group for 13 60-miniute sessions based on philosophy for children, lesson plans of Michael Burroughs.
According to the researchers, philosophy education program was founded by Matthew Lipman an American philosopher with the objective of improving the level of skills among children and teenagers and it is considered a very suitable method for meeting needs of students in cognitive, emotional and mental realms (Kariko, 2016, p 107) and the results of the researches indicate that philosophy education has positive results such as student advancements in school exams, respect and self-confidence as thinker and learner, fluency and high quality of student questions, quality of innovative thoughts, speech arguments, capability of listening to the others and engagement in class discussions (Fisher, translated by Safaee Moqadam and Najarian, 2012, p 32) ant is effective in improving argument capability, creativeness nurturing, critical thought nurturing, ethical thought nurturing, art values, citizenship nurturing and developing interpersonal and extra personal (social) skills (Worely, 2016, p 119).
According to the results, the extent of effectiveness of philosophy education on improving cognitive self-knowing among studied high school students is 8.
According to the results, the extent of effectiveness of philosophy education on improving beliefs about needing for uncontrollability of thoughts among studied high school students is 7.