آموزش فلسفه در مدارس ابتدایی و تأثیر آن بر خلاقیت و پیشرفت تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموختۀ دکتری مدیریت آموزشی، دانشگاه علامه طباطبائی، تهران، ایران

2 استادیار گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران

3 کارشناس ارشد زیست شناسی و دبیر آموزش وپروش شهرستان دره شهر، دره شهر، ایران

چکیده

یکی از دغدغه‌های مهم فلاسفه در قرون اخیر، کاربرد فلسفه در زندگی و برقراری رابطه بین آن و جامعه بشری است. در همین راستا با توجه به تأثیر ماندگار آموزش فلسفه بر پرورش قدرت استدلال و قضاوت کودکان، توانایی آن‌ها در مواجهه با مسائل، توسعۀ تعاملات سازنده، پرورش فضائل اخلاقی، پژوهش حاضر با هدف بررسی نقش حساس آموزش فلسفه بر خلاقیت و پیشرفت تحصیلی دانش‌آموزان مدارس ابتدایی اجرا شد. روش مورد استفاده در این پژوهش کمی و رویکرد آن نیمه‌آزمایشی بود. جامعه آماری این پژوهش کلیه‌ دانش‌آموزان پایه ششم ابتدایی مدارس دوره اول ابتدایی دولتی پسرانه شهرستان مهاباد در سال تحصیلی 1399-1398 بودند. حجم نمونه 50 نفری به شیوه نمونه‌گیری در دسترس انتخاب شد. سپس نمونه‌ها ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﻲ‬ در دو ﮔﺮوه آزﻣﺎﻳﺶ و ﻛﻨﺘﺮل قرار گرفتند. برای اندازه‌گیری خلاقیت از آزمون سنجش خلاقیت تورنس (فرم B)، و جهت بررسی پیشرفت تحصیلی دانش‌آموزان از میانگین (معدل) آخر سال تحصیلی نمرات دروس (ریاضی، علوم، فارسی، مطالعات اجتماعی) استفاده شد. در ادامه داده‌های پژوهش با استفاده از نرم‌افزار spss مورد تجزیه و تحلیل قرار گرفت. نتایج آزمون تحلیل کوواریانس تک‌متغیره نشان داد که، آموزش فلسفه توانسته است منجر به ایجاد تفاوت معنادار میانگین نمرات متغیرهای پیشرفت تحصیلی و خلاقیت و نیز ایجاد تفاوت معنادار میانگین نمرات سطوح متغیر خلاقیت (سیالی، بسط، ابتکار و انعطاف‌پذیری) در مرحله پس‌آزمون در سطح خطای 05/0 گردد. طبق نتایج این پژوهش آموزش فلسفه به کودکان می‌تواند بر پرورش تفکر خلاق و به موازات آن پیشرفت و ارتقای عملکرد تحصیلی دانش‌آموزان تأثیر سازنده بگذارد.

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