Volume 4, Issue 1 (6-2024)
Imqv 2024, 4(1): 68-78 |
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Abedini Manesh E, Ahghar G, Sarmadi M, Nateghi F. Designing an Epistemological Model of Play with an Emphasis on Philosophy for Children (P4C). Imqv 2024; 4 (1) :68-78
URL: http://imqv-journal.com/article-1-153-en.html
URL: http://imqv-journal.com/article-1-153-en.html
1- PhD student, Department of Philosophy, Arak Branch, Islamic Azad University, Arak, Iran.
2- Full Professor, Educational Research and Planning Organization, Research Institute of Studies, Tehran, Iran. ,ahghar2004@yahoo.com
3- Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran.
4- Associate Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.
2- Full Professor, Educational Research and Planning Organization, Research Institute of Studies, Tehran, Iran. ,
3- Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran.
4- Associate Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.
Abstract: (166 Views)
The present study aimed to design an epistemological model of play with an emphasis on Philosophy for Children (P4C). This research was applied in nature, and the data were collected using a mixed exploratory method (qualitative and quantitative). The statistical population in the qualitative section included document analysis and interviews with academic experts, while the quantitative section involved female middle school students in Tehran in 2021, with a total of 1,800 students selected based on inclusion and exclusion criteria. The qualitative sampling method was purposive non-probability sampling, selected based on the principle of saturation. In the quantitative section, 315 participants were chosen using multi-stage sampling based on Cochran's formula. The data collection tools included document analysis and semi-structured interviews in the qualitative section, and a researcher-developed questionnaire in the quantitative section, which was derived from theoretical foundations, previous studies, expert interviews, and coding. To assess the validity of the questionnaire, face, content, and construct validity were used, and reliability was determined through Cronbach's alpha and composite reliability. The qualitative data analysis method was theoretical coding (open, axial, and selective), while the quantitative section employed descriptive and inferential statistics (confirmatory factor analysis, exploratory factor analysis, and structural equation modeling) using SPSS-v21, Smart PLS-v2, and Lisrel-v8 software. The findings showed that the epistemological dimensions of play with an emphasis on Philosophy for Children included individual epistemology (components: growth, thinking, and problem-solving), social epistemology (components: identity formation, reflection, and skills), and educational epistemology (components: educational, policy-based, and religious/ethical). In conclusion, based on the findings, a model for the epistemology of play with an emphasis on Philosophy for Children was designed, which had appropriate validity.
Type of Study: Research |
Subject:
General
Received: 2024/03/30 | Accepted: 2024/06/5 | Published: 2024/06/20
Received: 2024/03/30 | Accepted: 2024/06/5 | Published: 2024/06/20
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