Please use this identifier to cite or link to this item: https://hdl.handle.net/11499/51969
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dc.contributor.authorAcar, Feride-
dc.contributor.authorArslan, Recep Şahin-
dc.date.accessioned2023-08-22T18:48:05Z-
dc.date.available2023-08-22T18:48:05Z-
dc.date.issued2023-
dc.identifier.issn2148-7456-
dc.identifier.urihttps://hdl.handle.net/11499/51969-
dc.identifier.urihttps://doi.org/10.21449/ijate.1267223-
dc.description.abstractThis study aimed at investigating the effectiveness of Philosophy for Children (P4C) approach on the critical thinking and English-speaking skills of twenty-three 7th grade gifted students learning English as a foreign language at a Science and Art Center (SAC) in the city of Denizli, Turkiye. In the study a mixed methods research design was adopted with the participation of randomly assigned experimental and control groups. While quantitative data were collected through the Cornell Critical Thinking Test (CCTT) X level and the Cambridge English Speaking Test (A2 level for Schools), qualitative data were collected through reflective diaries written by the experimental group participants and evaluation forms. While the control group followed the usual SAC English speaking lessons, English speaking lessons for the experimental group were based on the P4C approach. According to the quantitative data findings, there was an increase in the scores of both groups in terms of speaking skills in English, however this difference was not statistically significant. In terms of critical-thinking skills, there was a slight decrease between the pre-test and post-test scores of the control group and an increase in the scores of the experimental group and this difference was statistically significant. In addition, the qualitative data revealed that the experimental group participants generally provided positive feedback on P4C practices and speaking lessons based on the P4C approach created positive effects on their critical thinking and speaking skills in English, while such an application did not create a significant effect on their speaking skills in English.en_US
dc.description.sponsorshipPamukkale University Scientific Research Projects Coordination Unit [2022EGBE004]en_US
dc.description.sponsorshipAcknowledgments This paper is produced from the part of the first author's master's dissertation prepared under the supervision of the second author. This study has been supported by Pamukkale University Scientific Research Projects Coordination Unit under grant number 2022EGBE004.en_US
dc.language.isoenen_US
dc.publisherIzzet Karaen_US
dc.relation.ispartofInternational Journal of Assessment Tools in Educationen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPhilosophy for Childrenen_US
dc.subject(P4C)en_US
dc.subjectGifted studentsen_US
dc.subjectEnglish speaking skillen_US
dc.subjectCritical thinkingen_US
dc.titleEnhancing critical thinking and English-speaking skills of gifted students through philosophy for children approachen_US
dc.typeArticleen_US
dc.identifier.volume10en_US
dc.identifier.issue2en_US
dc.identifier.startpage345en_US
dc.identifier.endpage375en_US
dc.departmentPamukkale Universityen_US
dc.authoridArslan, Recep Sahin/0000-0002-2475-5884-
dc.identifier.doi10.21449/ijate.1267223-
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.trdizinid1184066en_US
dc.identifier.wosWOS:001023158000009en_US
dc.institutionauthor-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.openairetypeArticle-
item.fulltextWith Fulltext-
item.languageiso639-1en-
item.grantfulltextopen-
crisitem.author.dept09.02. Foreign Languages Teaching-
Appears in Collections:Diğer Yayınlar Koleksiyonu
Eğitim Fakültesi Koleksiyonu
TR Dizin İndeksli Yayınlar Koleksiyonu / TR Dizin Indexed Publications Collection
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection
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