Doing philosophy effectively II: a replication and elaboration of student learning in classroom teaching
Doing philosophy effectively II: a replication and elaboration of student learning in classroom teaching
An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (that is, the great philosophers) by doing philosophy. In an earlier study published in PLoS ONE, we focused on the relationship between student learning activities and teacher behavior by analyzing eight lessons. Correspondence analysis revealed that doing philosophy was more effective in some lessons than in others. We replicated this finding in the current study, using 10 new lessons, and elaborated on the relationship between the likely causes for doing philosophy effectively. The data suggest that conducting a dialogue in the form of a philosophical discussion is sufficient for achieving an effective lesson, whereas the teachers’ guidance being shared with the students is a necessary but not sufficient condition for achieving an effective lesson.
Kienstra, Natascha
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Van Der Heijden, Peter
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Kienstra, Natascha
2b13d84c-9d40-4c3d-bd71-a92ae6ce96bf
Van Der Heijden, Peter
85157917-3b33-4683-81be-713f987fd612
Kienstra, Natascha and Van Der Heijden, Peter
(2018)
Doing philosophy effectively II: a replication and elaboration of student learning in classroom teaching.
PLoS ONE, 13 (12), [e0208128].
(doi:10.1371/journal.pone.0208128).
Abstract
An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (that is, the great philosophers) by doing philosophy. In an earlier study published in PLoS ONE, we focused on the relationship between student learning activities and teacher behavior by analyzing eight lessons. Correspondence analysis revealed that doing philosophy was more effective in some lessons than in others. We replicated this finding in the current study, using 10 new lessons, and elaborated on the relationship between the likely causes for doing philosophy effectively. The data suggest that conducting a dialogue in the form of a philosophical discussion is sufficient for achieving an effective lesson, whereas the teachers’ guidance being shared with the students is a necessary but not sufficient condition for achieving an effective lesson.
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journal.pone.0208128
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Accepted/In Press date: 21 November 2018
e-pub ahead of print date: 3 December 2018
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Local EPrints ID: 426813
URI: http://eprints.soton.ac.uk/id/eprint/426813
ISSN: 1932-6203
PURE UUID: ea2728e8-0eab-49d3-a7c3-bdf1d18a9a09
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Date deposited: 12 Dec 2018 17:32
Last modified: 16 Mar 2024 04:14
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Author:
Natascha Kienstra
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