The effects of philosophy for children instruction on third grade junior school student's reasoning skills in Sammen region

The present study has investigated the effects of philosophy for children instruction on grade third junior school student's reasoning skills in Sammen region in 1390–1391 academic years. The subjects were 96 boys and girls whom 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<0/01.