Authors: Nasrolah Erfani,Lotfollah Karimi,Seyed Mohammad Shobeiri,Shimma Atar
International Journal of Management and Humanity Sciences (ISC) | January 2014
Abstract and Figures
The present study, using quasi experimental method with the nonequivalent control group design, has dealt with the effect of teaching philosophy for the children on the students' problem-solving skill and creativity. The population has been all male and female students studying in the third grade of junior high school in Hamedan in 2011-2012 academic year. Using stage sampling, we selected students of four classes and randomly assigned them to experimental and control groups. Then, as pretest, we administered Heppner and Anderson's problem-solving questionnaire and Abedi's creativity questionnaire on the male and female students in the two groups. We taught philosophy for the children to the experimental group for 8 sessions, each taking two hours. Later, we administered the mentioned questionnaires, as pretest, on the two groups. Using SPSS software, we analyzed the data via descriptive statistics and ANCOVA. The results show that teaching philosophy for the children causes the students' problem-solving skill and creativity to be developed. Moreover, there is an interactional effect of teaching philosophy and gender on students' problem-solving skill and creativity. Thus, we can say that teaching philosophy for the children affects males' problem-solving and creativity more than those of the females. So, we can conclude that we can promote the thinking ability and the reasoning skills of the students via teaching philosophy for the children, hence causing students' problem-solving and creativity to be developed.
