Cookies

We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.


Durham Research Online
You are in:

Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study

Wu, Caiwei (2021) 'Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study.', Education Sciences, 11 (5). p. 206.

Abstract

Philosophy for Children (P4C) is an educational approach that helps children question, reason, construct arguments, and collaborate with others. This approach to teaching is new to Chinese teachers and students who have traditionally relied on rote learning and dissemination of knowledge. Independent thinking and questioning are rarely encouraged. This article reports on a pilot study aimed at training teachers in one school in mainland China to use P4C to promote thinking skills. Six year 7 classes (age 12–13) and their teachers were randomly assigned to receive P4C training (n = 90 pupils) or to a control group (n = 88). The intervention ran for 4 weeks. The study found that teachers appreciated the P4C methods but were concerned about using the method in their regular curriculum. An impact evaluation shows that students who were taught P4C experienced a small improvement in thinking skills, measured using a composite of validated critical thinking tests.

Item Type:Article
Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution 4.0.
Download PDF
(377Kb)
Status:Peer-reviewed
Publisher Web site:https://doi.org/10.3390/educsci11050206
Publisher statement:This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Date accepted:20 April 2021
Date deposited:03 November 2021
Date of first online publication:27 April 2021
Date first made open access:03 November 2021

Save or Share this output

Export:
Export
Look up in GoogleScholar