نشریه تفکر و کودک
سال پنجم شماره 2 (پاییز و زمستان 1393)

The aim of the present research is to study the of effect philosophy for children with community method of inquiry on moral judgment and self-esteem among blind students of 9-11، in 1392-1393 academic year. 28 blind girls and boys، (14 for experimental group and 14 for the control group) were selected s with simple random sampling method. The samples were assessed by Hare self-esteem Scale (HSS) and Moral Judgment Test (MJT) questionnaire. For study hypothesis، experimental (pre-test- post- test) method was used، then we utilized the community of inquiry Lipman، Robert fisher and Philip thinking stories. Data were analyzed by ANCOVA. Findings showed that، philosophy for children with community method of inquiry caused to improved moral judgment (0/002) and self-esteem (0/032) of blind boys and girls.

The aim of this study was to determine the effect of direct teaching of thinking skills on critical thinking skills in female primary students. Subjects were 32 primary school students from Maraghe, of which 17 students formed the experimental group to receive direct teaching of thinking skills and 15 students who received the traditional approach. Subjects were selected by accessible sampling method. Measure was the Cornell Critical Thinking Test (CTCT) and ANCOVA was used to analyze the data. The results revealed that direct teaching of thinking skills enhanced the experimental groups’ critical thinking skills (induction). But it didn’t affect other aspects.

This study analyses the text-image content of some current and accessible stories in literature based on Matthews’s theory to answer whether these stories that have been created with the emphasis on the literary aspect, not concerning the philosophy training, can meet the philosophical needs of our children or not. Studying the selected samples with deductive quantitative and inductive methods showed that they, with understandable phrases, in fancy and unique poetic atmosphere, have many philosophical aspects and can ground for children's growth and mental experience. In all of them there are philosophical concepts like morality, self-discovery, others’ similarities and differences, classification of organisms and discovering inherent and non-inherent properties. Also in some other aspects such as decentralization, ability cognition, integrity condition, the concept of the natural and the artificial and boundaries between them, knowing God’s wisdom and justice, self-alienation, exploitation and colonialism were found.

The purpose of this study is to examine the relationship between teacher leadership style and creativity of guidance school students in Marand. The method of this study is descriptive regarding the correlation. The sample population of this study is 341 students selected by using stratified random sampling among 3009 students, using Morgan table. The data is collected using questionnaire of Burdens & Metzcus leadership style (1974) and Abedi creativity questionnaire (1993). The validity of these questionnaires were 0.74 and 0.85, which is acceptable and meaningful. Research findings show that: there is an inverse correlation between Task-oriented leadership style of teacher and student's creativity. There is a correlation between relationship-behavior leadership style and creativity. There is a correlation between fusion leadership style and creativity. There is a significant difference between boys and girls considering their creativity.

The aim of this study is to investigate the effect of teaching based on 7E learning model on developing the critical thinking skills of 7th grade male students in high school. This research was a quasi-experimental study with non-equivalent groups, which includes pre and post-test design with the control group. A total of 52 students from two different classes were involved in the study (Experimental N=20 and Control N= 20). They were selected through multi-stage clustered sampling. The experimental group was instructed through learning cycle model and the other group was traditionally instructed. Students were taught for seven weeks. The California Critical Thinking Skills Test (Form B) was employed for assessing student's critical thinking skills before and after instruction. The Analysis of Covariance (ANCOVA) was used for analyzing the collected data. The results showed that students instructed through learning cycle model acquired higher scores on critical thinking skills and its components (Analysis, Inference, Evaluation and Deduction) than those instructed through the traditional method. But the Induction component between the two groups was not significant.

The purpose of this study is to investigate the effects of metacognitive strategy training on students’ epistemological beliefs of the third grade (guidance school). The population included all third grade students in Divandareh studying in the school year (93-92). For this purpose, 80 students were randomly selected and randomly assigned to experimental and control groups were. Before applying the experimental variable, Schommer’s epistemological beliefs questionnaire were handed out to the groups, receiving metacognitive strategies training for ten sessions. Research method was semi- experimental with a pre-test and post-test control group. Results indicated that training metacognitive strategies can increase the epistemological beliefs of girl students in the third grade (guidance school).