Connecting Learning to the World beyond the Classroom through Collaborative Philosophical Inquiry

Autor/inn/en	Scholl, Rosie; Nichols, Kim; Burgh, Gilbert
Titel	Connecting Learning to the World beyond the Classroom through Collaborative Philosophical Inquiry
Quelle	In: Asia-Pacific Journal of Teacher Education, 44 (2016) 5, S.436-454 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2015.1095279
Schlagwörter	Inquiry; Elementary School Teachers; Statistical Analysis; Prior Learning; Teaching Methods; Teacher Attitudes; Experimental Groups; Problem Based Learning; Elementary School Students; Program Descriptions; Educational Philosophy; Comparative Analysis; Foreign Countries; Observation; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Problem-based learning; Problemorientiertes Lernen; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Beobachtung; Australien
Abstract	This study explored the impact of facilitating collaborative philosophical inquiry (CPI), in the tradition of "Philosophy for Children," on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools (graphic organisers), a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted to gather participants' perspectives. Between-groups analysis of variance (ANOVA) on particular measures of pedagogy revealed that CPI significantly broadened teachers' pedagogical repertoires, in ways that included drawing on students' background knowledge and preparing a problem-based curriculum which connects students to the world beyond the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01