Levels of The Questions Formulated by Preschool Children During the Philosophical Inquiry Process and The Qualities of Their Answers: Philosophy with Children
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Abstract
Sorgulama, bir deneyimin anlamlı duruma getirilmesi için gerçekleşen entelektüel bir süreçtir. Sorgulayan bireyler kendini güdüleyen, yönlendiren, sorgulamanın sürekliliğini sağlayan, şüpheci, öğrenmeye istekli, meraklı, nedenlere saygı duyan ve bir kanıtı benimsemek için zamana ihtiyaç duyan bireylerdir (Beyer, 1991). İyi bir sorgulama sürecinin gerçekleşebilmesi için sorulan soruların niteliği oldukça önemlidir. Çünkü nitelikli sorular çocukların, düşüncelerin derinliğini daha iyi analiz etmelerine olanak tanır (Moyer & Milewiez, 2002). Çocuklarla felsefe yaklaşımı çocukların kavramları yapılandırma, akıl yürütme, sorgulama, yorumlama, anlam çıkarma ve anlamlar arası ilişki kurma becerilerini geliştirmektedir (Fisher, 2005). Özellikle okul öncesi dönemdeki çocukların felsefi sorgulama yoluyla, dikkat, akıl yürütme, empati kurma, aktif dinleme ve becerilerinin, mantıksal argümantasyon kullanımlarının, bütün parça ilişkilerini ayırt etme performanslarının olumlu etkilendiği bilinmektedir (McCall, 2013). Bu verilerden yola çıkılarak çalışmanın amacı, okul öncesi dönemdeki çocuklara uygulanan ‘çocuklarla felsefe’ öğretim programının sorgulama süreçlerinde çocukların oluşturdukları soruların düzeyi ve verdikleri cevapların niteliği üzerindeki farklılığı ortaya çıkarmak olarak belirlenmiştir. Çalışmada yarı deneysel desenlerden tek grup ön test son test seçkisiz deneysel desen (Creswell, 2013) kullanılmıştır. Araştırma kapsamında 8 hafta boyunca ‘çocuklarla felsefe’ eğitim etkinlikleri uygulanmıştır. Uygulamalar 8 hafta süresince haftada 1 gün 1’er saat şeklinde uygulanmıştır. Bu etkinlikler ‘çocuklarla felsefe’ uygulamalarında sıkça kullanılan CoPI metodu kapsamında hazırlanmıştır. Araştırmanın çalışma grubu 2015-2016 eğitim öğretim yılında okul öncesine devam eden 6 yaş grubundaki 7 kız 7 erkek, 14 çocuktan oluşmaktadır. Bu çalışmada veriler “felsefi sorgulama metni ve sorularını içeren görüşme formu” ve eğitim oturumlarında alınan ses kayıtları ile toplanmıştır. Verilerin analiz edilmesi sürecinde çocukların sorgulama ve sorulara cevap verme süreçleri 2 araştırmacı tarafından analiz edilerek değerlendirilmiştir. Görüşmelerden elde edilen verilerin analizinde tüme varımcı veri analizi (Creswell, 2012) yöntemi kullanılmıştır. Çalışma bulguları incelendiğinde ‘Çocuklarla Felsefe’ öğretim programının okul öncesi dönemdeki çocukların felsefi sorgulama süreçlerinde oluşturdukları soruların düzeyini ve verdikleri cevapların niteliğini (soruları cevaplama, nedenini açıklama, örnek verme ve kullanılan kelime sayısı) geliştirdiği görülmüştür.
Keywords
Abstract
Inquiry is an intellectual process for bringing an experience to a meaningful position. Inquiring individuals are individuals who motivate, direct, maintain continuity of questioning, be skeptical, willing to learn, curious, respecting the causes, and needing time to adopt evidence (Beyer, 1991). The nature of the questions that are asked to ensure a good interrogation process is very important. Because qualified questions allow children to better analyze the depth of thought (Moyer & Milewiez, 2002). The philosophy with children approach improves the ability of children to construct concepts, reasoning, interrogating, interpreting, making meaning, and making connections between meanings (Fisher, 2005). It is known that the performances of attention, reasoning, empathy, active listening and skills, use of logical argumentation, discrimination of all parts relations are positively affected, especially in pre-school children through philosophical inquiry (McCall, 2013). According to these data the purpose of study is to determine the level of questions that children make during the questioning process of 'philosophy with children' teaching program applied to pre-school children and the difference in the quality of the answers they give. In the study, one group pre-test post-test unqualified experimental design from quasi-experimental designs (Creswell, 2013) was used. Within the scope of the research, 'philosophy with children' educational activities were applied for 8 weeks. The applications were applied as 1 hour per day for 8 weeks. These activities were developed within the context of the CoPI method, which is often used in 'philosophy with children'. The study group of study consisted of 7 girls, 7 boys, 14 boys in the 6 years age group who were attending the school in 2015-2016 school year. In this study, the data were gathered with the "interview form containing the philosophical inquiry text and questions” and the voice recordings taken during the training sessions. In the process of analyzing the data, the processes of the children 's questioning and responding to the questions were analyzed and evaluated by 2 researchers. In the analysis of the data obtained from the interviews, the method of tendered data analysis (Creswell, 2012) was used. When the study findings were examined, it was seen that the 'Philosophy with Children' curriculum developed the level of the questions that the pre-school children had in the philosophical inquiry processes and the quality of the answers they gave (answer the questions, explain the reason, give examples and use the number of words).
Keywords
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