Connecting learning to the world beyond the classroom through collaborative philosophical inquiry. Issue 5 (19th October 2016)

• Record Type: Journal Article
• Authors: Scholl, Rosie; Nichols, Kim; Burgh, Gilbert
• Is Part Of: Asia-Pacific journal of teacher education. Volume 44:Issue 5(2016)
• Page Start: 436
• Page End: 454
• Publication Date: 2016-10-19
• Subjects: Collaborative philosophical inquiry -- community of philosophical inquiry -- connectedness -- pedagogy -- philosophy -- teacher education -- teacher transformation; Teachers -- Training of -- Australasia -- Periodicals; Teachers -- Training of -- Pacific Area -- Periodicals; 370.71095
• DOI: 10.1080/1359866X.2015.1095279
• Languages: English
• ISSNs: 1359-866X

Abstract

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.