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Thinking and Children, Institute for Humanities and Cultural Studies (IHCS) Biannual Journal, Vol. 11, No. 2, Fall and Winter 2020-2021, 303-326 Doi: 10.30465/FABAK.2021.6089 Identifying and Developing a Curriculum Model for Teaching Philosophy to Children (An Exploratory-Sequential Mixed-Method Research) Morteza Abedini Nazari * Seyedeh Esmat Rasouli ** , Saeed Saffarian Hamedani *** Abstract The purpose of the present study was to identify and develop a curriculum model for teaching philosophy to children. The study was a mixed exploratory-sequential study. The statistical population of the study in the qualitative part included all the academic and education experts, out of whom 21 people were selected as the sample size using purposive sampling method. In the quantitative part, the statistical population included all elementary school teachers in Tehran, among whom 420 people were selected as a sample using random cluster sampling method. In order to collect the data, in the qualitative part of the research a semi-structured interview, and in the quantitative part a researcher-made questionnaire were used. The method of data analysis in the qualitative part was theoretical coding, and in the quantitative section Pearson correlation and factor analysis were employed using SPSS-v21, Smart Pls-v3 and Lisrel-v8 softwares. The results showed that teaching philosophy to students includes three general dimensions of constituent factors (philosophical mentality, philosophical dialogue and philosophical education), influencing factors (curriculum, teacher and management) and influenced factors (critical thinking, * PhD Student of Philosophy of Education, Islamic Azad University, Sari Branch, Sari, Iran, [email protected] ** Assistant Professor, Department of Educational Sciences, Islamic Azad University, Sari Branch, Sari, Iran (Corresponding Author), [email protected] *** Associate Professor, Department of Educational Sciences, Islamic Azad University, Sari Branch, Sari, Iran, [email protected] Date received: 28/08/2020, Date of acceptance: 20/12/2020 Copyright © 2010, IHCS (Institute for Humanities and Cultural Studies). This is an Open Access article. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

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Page 1: Identifying and Developing a Curriculum Model for Teaching

Thinking and Children, Institute for Humanities and Cultural Studies (IHCS)

Biannual Journal, Vol. 11, No. 2, Fall and Winter 2020-2021, 303-326

Doi: 10.30465/FABAK.2021.6089

Identifying and Developing a Curriculum Model for Teaching

Philosophy to Children

(An Exploratory-Sequential Mixed-Method Research)

Morteza Abedini Nazari*

Seyedeh Esmat Rasouli**

, Saeed Saffarian Hamedani

***

Abstract

The purpose of the present study was to identify and develop a curriculum model for

teaching philosophy to children. The study was a mixed exploratory-sequential study. The

statistical population of the study in the qualitative part included all the academic and

education experts, out of whom 21 people were selected as the sample size using purposive

sampling method. In the quantitative part, the statistical population included all elementary

school teachers in Tehran, among whom 420 people were selected as a sample using

random cluster sampling method. In order to collect the data, in the qualitative part of the

research a semi-structured interview, and in the quantitative part a researcher-made

questionnaire were used. The method of data analysis in the qualitative part was theoretical

coding, and in the quantitative section Pearson correlation and factor analysis were

employed using SPSS-v21, Smart Pls-v3 and Lisrel-v8 softwares. The results showed that

teaching philosophy to students includes three general dimensions of constituent factors

(philosophical mentality, philosophical dialogue and philosophical education), influencing

factors (curriculum, teacher and management) and influenced factors (critical thinking,

* PhD Student of Philosophy of Education, Islamic Azad University, Sari Branch, Sari, Iran,

[email protected]

** Assistant Professor, Department of Educational Sciences, Islamic Azad University, Sari Branch, Sari, Iran

(Corresponding Author), [email protected]

*** Associate Professor, Department of Educational Sciences, Islamic Azad University, Sari Branch, Sari,

Iran, [email protected]

Date received: 28/08/2020, Date of acceptance: 20/12/2020

Copyright © 2010, IHCS (Institute for Humanities and Cultural Studies). This is an Open Access article.

This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of

this license, visit http://creativecommons.org/licenses/by/4.0/ or send a letter to Creative Commons, PO Box

1866, Mountain View, CA 94042, USA.

Page 2: Identifying and Developing a Curriculum Model for Teaching

304 ���� �� � ���������� �� ��� �������� ��� !� 1399

wisdom and self-efficacy). The results of confirmatory factor analysis showed that the

proposed model has a good fit.

Keywords: Curriculum Model, Philosophy Teaching, Students, Mixed Research.

Page 3: Identifying and Developing a Curriculum Model for Teaching

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Copyright © 2018, IHCS (Institute for Humanities and Cultural Studies). This is an Open Access article distributed

under the terms of the Creative Commons Attribution 4.0 International, which permits others to download this work,

share it with others and Adapt the material for any purpose

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