A COMPARISON OF THE IMPACTS OF IRANIAN AND NON-IRANIAN PHILOSOPHICAL STORIES AND COMMON STORIES ON THE GROWTH OF PHILOSOPHICAL THOUGHT OF FIRST GRADE ELEMENTARY STUDENTS IN SHIRAZ

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GHASEMI FARSHID; ZARE ZAHRA; HAGHIGHAT SHAHRBANOU

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Journal: JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION Year:2012 | Volume:2 | Issue:4 (8) Page(s): 133-152

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Title

A COMPARISON OF THE IMPACTS OF IRANIAN AND NON-IRANIAN PHILOSOPHICAL STORIES AND COMMON STORIES ON THE GROWTH OF PHILOSOPHICAL THOUGHT OF FIRST GRADE ELEMENTARY STUDENTS IN SHIRAZ

Author(s)

GHASEMI FARSHID | ZARE ZAHRA | HAGHIGHAT SHAHRBANOU | Issue Writer Certificate

Keywords

KID’S PHILOSOPHICAL THOUGHTQ2

PHILOSOPHICAL STORIESQ2

COMMON STORIESQ2

PHILOSOPHICAL THOUGHT GROWTHQ2

Abstract

The present study aimed at investigating the impacts of Iranian and non-Iranian PHILOSOPHICAL STORIES and COMMON STORIES on the growth of philosophical thought of first grade elementary students in Shiraz. A sample of 54 boys and 41 girls was drawn from among all first grade students in district 1 of Shiraz using stage sampling strategy. They were then assigned to Iranian and non-Iranian PHILOSOPHICAL STORIES and COMMON STORIES groups divided in terms of their gender (6 groups). The sample was administered a pretest of Philip Cam’s Philosophical Thought. They were then exposed to the required training for 10 weeks and finally were administered the posttest. The results of this study obtained through a use of gain score method, t-test, ANOVA, and Scheffe test revealed that Iranian PHILOSOPHICAL STORIES may affect the growth of philosophical thought of the first grade elementary students ( hence confirming the first hypothesis. The hypothesis of the impact of non-Iranian PHILOSOPHICAL STORIES on the growth of philosophical thought of the students, however, was rejected. The results also revealed that those students who were trained by Iranian philosophical books gained higher average gain in philosophical thought relative to those students who were trained by non-Iranian philosophical books. Moreover, it was shown that boys achieved higher average gains than that of girls. I was also revealed that there was no significant difference between boys and girls who used non-Iranian stories.

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APA: Copy

GHASEMI, FARSHID, ZARE, ZAHRA, & HAGHIGHAT, SHAHRBANOU. (2012). A COMPARISON OF THE IMPACTS OF IRANIAN AND NON-IRANIAN PHILOSOPHICAL STORIES AND COMMON STORIES ON THE GROWTH OF PHILOSOPHICAL THOUGHT OF FIRST GRADE ELEMENTARY STUDENTS IN SHIRAZ. JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION, 2(4 (8)), 133-152. SID. https://sid.ir/paper/168766/en

Vancouver: Copy

GHASEMI FARSHID, ZARE ZAHRA, HAGHIGHAT SHAHRBANOU. A COMPARISON OF THE IMPACTS OF IRANIAN AND NON-IRANIAN PHILOSOPHICAL STORIES AND COMMON STORIES ON THE GROWTH OF PHILOSOPHICAL THOUGHT OF FIRST GRADE ELEMENTARY STUDENTS IN SHIRAZ. JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION[Internet]. 2012;2(4 (8)):133-152. Available from: https://sid.ir/paper/168766/en

IEEE: Copy

FARSHID GHASEMI, ZAHRA ZARE, and SHAHRBANOU HAGHIGHAT, “A COMPARISON OF THE IMPACTS OF IRANIAN AND NON-IRANIAN PHILOSOPHICAL STORIES AND COMMON STORIES ON THE GROWTH OF PHILOSOPHICAL THOUGHT OF FIRST GRADE ELEMENTARY STUDENTS IN SHIRAZ,” JOURNAL OF NEW APPROACH IN EDUCATIONAL ADMINISTRATION, vol. 2, no. 4 (8), pp. 133–152, 2012, [Online]. Available: https://sid.ir/paper/168766/en

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