The Effects of Philosophy Instruction on Third Grade Junior School Students' Reasoning Skills in Samen Region
Volume 11, Issue 35, Spring 2015, Pages 25-40
Mohammad Asgari, hassan Dinarvand, Mohammad Reza Torkashvand
Abstract The present study has investigated the effects of philosophy instruction on grade third junior school students' reasoning skills in Sammen region in the 1390–1391 academic year. The subjects were 96 boys and girls who were selected through multi–stage cluster sampling. They were randomly assigned to control and experimental groups. They took New Jersey Test of Reasoning Skills (NJTRS) as a pre-test. Then, the experimental groups received philosophy instruction for eight sessions. Next, the subjects of the NJTRS for the second time as post–test. The data were analyzed through ANCOVA analysis test. The results indicated that interaction philosophy for children and gender was increased the logical thinking of junior high school students. Therefore, philosophy for children instruction had the significance effects on boys and girls reasoning skills separately p<01/0.