Doing philosophy effectively: student learning in classroom teaching
Doing philosophy effectively: student learning in classroom teaching
An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (i.e., the great philosophers) by doing philosophy. We examined doing philosophy and focused specifically on the relationship between student learning activities and teacher behavior; in doing so, a qualitative cross-case analysis of eight philosophy lessons was performed. The effectiveness of doing philosophy was operationalized into five learning activities comprising rationalizing, analyzing, testing, producing criticism, and reflecting, and scored by means of qualitative graphical time registration. Using CA we find a quantitative one-dimensional scale for the lessons that contrasts lessons that are more and less effective in terms of learning and teaching. A relationship was found between teaching by teachers and doing philosophy by students. In particular we found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance by the teacher together with the students.
1-23
Kienstra, N.H.H.
f243e28b-a36a-4cad-a65d-b44895cb7348
Imants, J.E.
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Kraskens, M.
807d6e87-1ac9-4ace-ba25-72c31b4219ea
van der Heijden, P.
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17 September 2015
Kienstra, N.H.H.
f243e28b-a36a-4cad-a65d-b44895cb7348
Imants, J.E.
c42ac82b-e39b-4d2d-b6e6-95d011945cca
Kraskens, M.
807d6e87-1ac9-4ace-ba25-72c31b4219ea
van der Heijden, P.
85157917-3b33-4683-81be-713f987fd612
Kienstra, N.H.H., Imants, J.E., Kraskens, M. and van der Heijden, P.
(2015)
Doing philosophy effectively: student learning in classroom teaching.
PLoS ONE, 10 (9), .
(doi:10.1371/journal.pone.0137590).
Abstract
An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (i.e., the great philosophers) by doing philosophy. We examined doing philosophy and focused specifically on the relationship between student learning activities and teacher behavior; in doing so, a qualitative cross-case analysis of eight philosophy lessons was performed. The effectiveness of doing philosophy was operationalized into five learning activities comprising rationalizing, analyzing, testing, producing criticism, and reflecting, and scored by means of qualitative graphical time registration. Using CA we find a quantitative one-dimensional scale for the lessons that contrasts lessons that are more and less effective in terms of learning and teaching. A relationship was found between teaching by teachers and doing philosophy by students. In particular we found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance by the teacher together with the students.
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Accepted/In Press date: 18 August 2015
Published date: 17 September 2015
Organisations:
Social Statistics & Demography
Identifiers
Local EPrints ID: 381207
URI: http://eprints.soton.ac.uk/id/eprint/381207
ISSN: 1932-6203
PURE UUID: edd7189b-2b8a-4473-877f-a08cceb5af4f
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Date deposited: 28 Sep 2015 13:35
Last modified: 15 Mar 2024 03:46
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Author:
N.H.H. Kienstra
Author:
J.E. Imants
Author:
M. Kraskens
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