P4C Temelli Etkinliklerin Öğrencilerin Üst Düzey Okuma Becerisine ve Demokratik Tutumuna Etkisi

Year 2026, Volume: 6 Issue: 1 , 142 - 165 , 27.04.2026

Tuğçe Baraklıoğlu , Sevil Hasırcı Aksoy

https://doi.org/10.5281/zenodo.19323879

https://izlik.org/JA66AJ86WZ

Abstract

Çocuklar için Felsefe (P4C), öğrencilerin sorgulama, eleştirel düşünme ve demokratik katılım becerilerini geliştirmeyi amaçlayan, dünya genelinde yaygınlaşan çağdaş bir eğitim yaklaşımıdır. Öğrencilerin düşüncelerini özgürce ifade etmelerine, başkalarının görüşlerini saygıyla dinlemelerine ve eşit koşullarda tartışmalara katılmalarına olanak tanır. Böylece bireylerin yalnızca bilişsel değil aynı zamanda sosyal ve duyuşsal gelişimlerini de destekleyen bir öğrenme ortamı oluşturur. Bu araştırmada P4C temelli etkinliklerin ortaokul 7. sınıf öğrencilerinin demokratik tutumları ile üst düzey okuma becerileri bağlamında problem çözme, eleştirel okuma ve ileri düzey okuma farkındalığı üzerindeki etkisi incelenmiştir. Araştırmada ön test-son test kontrol gruplu yarı deneysel desen kullanılmış, yedi hafta süren uygulama sürecinde deney grubuna P4C temelli okuma etkinlikleri, kontrol grubunaysa geleneksel yöntemle dersler uygulanmıştır. Veri toplamak amacıyla “Sınıf Ortamına İlişkin Demokratik Tutum Ölçeği”, “Çocuklar için Problem Çözme Envanteri”, “Eleştirel Okuma Özyeterlik Algısı Ölçeği” ve “İleri Okuma Farkındalık Ölçeği” kullanılmıştır. Araştırma sonuçları demokratik tutumlarda anlamlı bir fark olmadığını göstermiştir. Problem çözme becerilerinde gruplar arasında istatistiksel bir farklılık bulunmamıştır. Bu durum problem çözmenin daha uzun süreli ve sistematik müdahaleler gerektiren karmaşık bir beceri olmasıyla açıklanabilir. Buna karşılık eleştirel okuma becerilerinde deney grubu lehine güçlü ve kalıcı farklılıklar ortaya çıkmıştır. Son test ve izleme testinde büyük etki büyüklükleriyle elde edilen bu sonuç P4C’nin öğrencilerin metinleri sorgulama, analiz etme ve değerlendirme becerilerini geliştirdiğini göstermektedir. İleri düzey okuma farkındalığında da deney grubu lehine anlamlı farklar bulunmuş, öğrencilerin üstbilişsel okuma stratejilerini kullanma ve okuma sürecini değerlendirme konularında belirgin bir ilerleme kaydettikleri görülmüştür. Sonuç olarak P4C uygulamalarının özellikle eleştirel okuma ve ileri düzey okuma becerilerinde öğrenciler için kalıcı katkılar sunduğu, demokratik tutumlar ve problem çözme becerilerinde ise kısa süreli uygulamalarda sınırlı bir etki yarattığı bildirilebilmektedir. Eğitim sürecinde P4C’nin düzenli ve uzun vadeli biçimde uygulanması öğrencilerin hem akademik hem de demokratik gelişimlerini desteklemede önemli bir rol oynayabilmektedir.

Keywords

demokratik tutum , eleştirel okuma , özyeterlik algısı , P4C , problem çözme

Ethical Statement

Gaziantep Üniversitesi Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etiği Kurulu, Tarih: 02.10.2024, Sayı: 16

The Effect of P4C-Based Activities on Students’ Higher-Order Reading Skills and Democratic Attitudes

https://izlik.org/JA66AJ86WZ

Abstract

Philosophy for Children (P4C) is a contemporary educational approach that is becoming increasingly widespread worldwide and aims to develop students’ inquiry, critical thinking, and democratic participation skills. It enables students to express their ideas freely, listen respectfully to others’ views, and participate in discussions on equal terms. In this way, it creates a learning environment that supports not only cognitive but also social and affective development. This study examined the effects of P4C-based activities on seventh-grade middle school students’ democratic attitudes and higher-order reading skills, specifically in terms of problem solving, critical reading, and advanced reading awareness. A quasi-experimental pretest-posttest control group design was used in the study. During the seven-week implementation process, the experimental group received P4C-based reading activities, while the control group was taught through traditional methods. Data were collected using the “Democratic Attitude Scale toward Classroom Environment,” the “Problem Solving Inventory for Children,” the “Critical Reading Self-Efficacy Perception Scale,” and the “Advanced Reading Awareness Scale.” The findings showed that there was no significant difference in democratic attitudes. No statistically significant difference was found between the groups in problem-solving skills. This may be explained by the fact that problem solving is a complex skill that requires longer-term and systematic interventions. In contrast, strong and lasting differences were found in favor of the experimental group in critical reading skills. These results, obtained with large effect sizes in both the posttest and follow-up test, indicate that P4C improves students’ ability to question, analyze, and evaluate texts. Significant differences were also found in favor of the experimental group in advanced reading awareness, showing that students made noticeable progress in using metacognitive reading strategies and evaluating the reading process. In conclusion, P4C practices appear to provide lasting contributions particularly to students’ critical reading and advanced reading skills, while producing only limited effects on democratic attitudes and problem-solving skills in short-term implementations. The regular and long-term integration of P4C into the educational process may play an important role in supporting students’ academic as well as democratic development.

Keywords

Critical reading , democratic attitude , P4C , problem solving , self-efficacy perception

Ethical Statement

Gaziantep University Social and Human Sciences Scientific Research and Publication Ethics Board, Date: 02.10.2024, Number: 16

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