نشریه تفکر و کودک
سال ششم شماره 1 (بهار و تابستان 1394)

This study aimed to determine the effect of «Philosophy for Children» on moral intelligence of female students was conducted with semi-empirical method. The subjects consisted of 50 female students in Mehrban City (East Azarbaijan province) who were selected by available sampling method. The students were studying in the first high school in one class as the experimental group (Group «Philosophy for Children program) and other classes as the control group (formal training school) was determined. The Moral Intelligence Questionnaire (Lennick & Kiel¡ 2005) was used for collecting data. ANCOVA was used to analyze the data. The results revealed that training philosophy for children program enhanced Moral intelligence in experimental group.

The purpose of this study is to assess the interaction of critical thinking skills of P. Facione and processes of making meaning in mind, based on the conceptual blending theory of J. Fauconnier and M. Turner. The choice of these two models and trying to make a connection between them is to assess critical thinking skills by focusing on cognitive aspects in narrative structure as well as showing the Cognitive and mental complexities hidden in different levels of narration and fictional characters in order to achieve a deeper understanding of hidden layers. This study has been carried out the method of discourse analysis in an Iranian puppet show selected from "Kolah Qermezi Serial". According to the findings of the study by defining some components of the input spaces or creating metaphorical mappings between two or more mental spaces through representing the implicit signs hidden in the narrative plot, critical thinking skills can have a significant role in understanding the integrated structures and processes of making meaning in mind. It should also be noted that the most active critical thinking skill is "interpretation" because decoding significances, clarifying vague concepts and classifying information in special categories for better perception of inner meanings or description of information, often get possible by applying this skill.

The purpose of the present study was to further assess the underlying factor structure of the Critical Thinking Disposition Scale (CTDS) among school students. Sample in this study consists of 400 girl’s school students in Ardabil city. Critical Thinking Disposition Scale (CTDS) was developed by Sosu (2013) with using exploratory factor analysis and multi group confirmatory factor analysis (MGCFA) among university students. The results of analysis by using Confirmatory Factor Analysis (CFA) in this study supported that the critical thinking disposition scale has composed of two factors: the critical openness and reflective skepticism. Internal consistency reliability coefficients were 0/71. Therefore this scale is reliable and appropriate instrument to measure critical thinking disposition among school students.

The purpose of this study was to determine the effect of critical thinking training on cognitive regulation of emotion of female students at third-grade of high school. The method of present study was of quasi experimental and pretest posttest type with control group and follow-up test. The statistical population consisted of all female students at third grade of high school in Isfahan City (first semester, 2014-2015). 40 students were selected through the phased cluster sampling and assigned randomly into experimental and control groups (20 subjects in each group). The experimental group were exposed to 8 sessions,1/5 hour of critical thinking training and the control group was not exposed to any intervention. The data collection instruments employed in this study consisted of a questionnaire of 26 items based on the cognitive regulation of emotion strategies (Garnefski, Kraaij & Spinhoven, 2001 ). The data collected were analyzed by covariance analysis. The results indicated that no significant difference was found between control and experimental groups during posttest phase regarding cognitive regulation of emotion strategies (p>0.05). But in follow-up phase, there was significant difference in general cognitive emotion regulation strategies, subscales of (self-blame and catastrophizing, other-blame) between control and experimental groups (p0.05).

Three main criteria were presented for the adequacy of the p4c stories: philosophical adequacy, psychological adequacy and literary adequacy. In this paper, the aim was to show that what philosophical adequacy is and by what characters can it be realized from the p4c program founder's point of view? The philosophical adequacy was studied from two aspects in this paper: in form and in content. Raw fictional materials and themes as story content was investigated in the first part of paper and the second part was dealt with the rules that formally make the stories philosophical in the p4c meaning of philosophy. The research methodology is descriptive - analytical. The results of this study indicated that considering some characteristics related these two kinds of adequacy we can make the stories philosophical in p4c meaning. These characteristics include: questionable and controversial philosophical themes and topics related to children's lives and to the philosophical problems in one hand, and reconstruction of Philosophical Inquiry process, simulation modeling some processes such as cognitive processes and modeling logical-philosophical process including inquiry and discovery presses as well as cognitive processes.

The aim of present study was to determine the effect of SQRQCQ and metacognition on math problem performance.The subjects of study were60 grade forth elementary girl students that according to cluster random sampling 40 of them put into group of SQRQCQ and 20 of them put into metacognition group and20 of them were in control group (n=20).The experimental groups in10 session which held for an hour received necessary trainings. The control group also trained with normal method (i.e. the traditional method) and they did not receive any special programs. In this study, we used partially empirical pre- test and post- test with control group design and in this way we performed pre- test and post- test on three groups. Reliability of math questions with Kuder and Richardson 21 coefficients was estimated .76 and reliability were acceptable. For analysis of data we used index of descriptive and inferential statistics (covariance analysis). The finding of this study showed that SQRQCQ and metacognitions for increasing math word problem performance was effective. The researcher concluded that although SQRQCQ showed an immediate benefit in student achievement, comprehension strategies should be explicitly taught in the math classroom.