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Bibliometric Mapping Analysis of Academic Publications on Philosophy for Children

Yıl 2024, Cilt: 25 Sayı: 2, 133 - 150, 31.07.2024
https://doi.org/10.12984/egeefd.1325259

Öz

Philosophy for Children (P4C), developed by Lipman in the 1960s, is a process that fosters children's independent thinking, encourages teacher-student dialogue, promotes questioning skills in children, and utilizes open-ended Socratic questioning by teachers. The objective of this study is to examine the research published in the field of education related to P4C using bibliometric mapping analysis. To achieve this, the study analyzed the overall trends in scientific studies on the P4C concept in the Web of Science database up to the present. VOSviewer was employed to analyze and visualize the obtained data. The research findings revealed that the highest number of scientific studies on P4C were conducted in the USA in 2017. Within the scope of this study P4C, which is multidisciplinary in nature, is limited to educational research and it was observed that the concept primarily appeared in the subject areas of philosophy, history of social sciences, interdisciplinary social sciences, linguistics, developmental psychology, and educational psychology. Furthermore, P4C demonstrated connections with other domains such as science education, teacher education, school leadership, critical thinking and work ethics, self-regulated learning, parenting, religious education, and phonological awareness.

Kaynakça

  • Avcı, F. (2023). Teachers’ views on the philosophy for children (P4C) approach and its facilitator roles. Educational Academic Research, 48(1), 1-13. doi: 10.5152/AUJKKEF.2023.903618
  • Aydın, M. Z. (2001). Aktif öğretim yöntemlerinden buldurma (Sokrates) yöntemi. Cumhuriyet Üniversitesi İlahiyat Fakültesi Dergisi, 5, 55-80.
  • Carnell, E., & Lodge, C. (2002). Supporting effective learning. London: Paul Chapman Publishing. Christensen, L. B., Johnson, B., & Turner, L. A. (2011). Research methods, design, and analysis. Pearson: New York.
  • Collyer, F. M. (2018). Global patterns in the publishing of academic knowledge: Global North, Global South. Current Sociology, 66(1), 7-56. doi: 10.1177/0011392116680020
  • Ellegaard, O., & Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105(3), 1809-1831. https://doi.org/10.1007/s1119 2- 015- 1645- z.
  • Fair, F., Haas, L. E., Gardosik, C., Johnson, D. D., Price, D. P., & Leipnik, O. (2015). Socrates in the schools from Scotland to Texas: Replicating a study on the effects of a Philosophy for Children program. Journal of Philosophy in Schools, 2(1), 18-37.
  • Fisher, R. (2007). Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 177(6-7), 615-631. https://doi.org/10.1080/03004430701378985
  • García-Moriyón, F., Rebollo, I., & Colom, R. (2005). Evaluating philosophy for children: A meta-analysis. Thinking: The Journal of Philosophy for Children, 17(4), 14-22.
  • Giménez-Dasí, M., Quintanilla, L., Ojeda, V., & Lucas-Molina, B. (2017). Effects of a dialogue-based program to improve emotion knowledge in Spanish Roma preschoolers. Infants & Young Children, 30(1), 3-16. doı: 10.1097/IYC.0000000000000086
  • Gorard, S., Siddiqui, N., & See, B. H. (2017). Can philosophy for children improve primary school attainment? Journal of Philosophy of Education, 51(1), 5-22. https://doi.org/10.1111/1467-9752.12227
  • Gregory, M. (2008). Philosophy for children: Practitioner handbook. Montclair, USA: IAPC Publication.
  • Haynes, J. (2002). Children as philosophers: Learning through enquiry and dialogue in the primary classroom. London: Routledge Falmer.
  • Karakaya, Z. (2006). Çocuk felsefesi ve çocuk eğitimi. Din Bilimleri Akademik Araştırma Dergisi, 6(1), 23-37.
  • Lipman, M., & Sharp, A. M. (1978). Growing up with philosophy. Philadelphia, PA: Temple University Press.
  • Lipman, M., Sharp, A. M., & Oscanyon, F. (1980). Philosophy in the classroom. Philadelphia, PA: Temple University Press.
  • Lipman, M. (2003). Thinking in education. New York: Cambridge University Press.
  • McCall, C. C. (2017). Düşünmeyi dönüştürmek ilkokul ve orta sınıflarda felsefi sorgulama. (K. Gülenç, & N. P. Boyacı, çev.). Ankara: Nobel Yayınları.
  • Topping, K. J., & Trickey, S. (2007). Collaborative philosophical enquiry for school children: Cognitive effects at 10-12 years. British Journal of Educational Psychology, 77, 271- 288. doı:10.1348/000709906X105328
  • Topping, K. J., & Trickey, S. (2013). The role of dialog in philosophy for children. International Journal of Educational Research, 63, 69-78. https://doi.org/10.1016/j.ijer.2013.01.002
  • Trickey, S., & Topping, K. J. (2004). ‘Philosophy for children’: A systematic review. Research Papers in Education, 19(3), 365-380. https://doi.org/10.1080/0267152042000248016
  • UNESCO. (2020). Educational practices series philosophy for children. https://unesdoc.unesco.org/ark:/48223/pf0000373403 adresinden elde edildi.
  • Vansieleghem, N., & Kennedy, D. (2011). What is philosophy for children, what is philosophy with children after Matthew Lipman? Journal of Philosophy of Education, 45(2), 171-181.
  • Wong, S. L., Nyakuma, B. B., Wong, K. Y., Lee, C. T., Lee, T. H., & Lee, C. H. (2020). Microplastics and nanoplastics in global food webs: A bibliometric analysis (2009–2019). Marine Pollution Bulletin, 158(111432), 1-15. https://doi.org/10.1016/j.marpolbul.2020.111432
  • Yu, H., Wei, Y. M., Tang, B. J., Mi, Z., & Pan, S. Y. (2016). Assessment on the research trend of low-carbon energy technology investment: A bibliometric analysis. Applied Energy, 184, 960-970. https://doi.org/10.1016/j.apenergy.2016.07.129

Çocuklar İçin Felsefe ile İlgili Akademik Yayınların Bibliyometrik Haritalama Analizi

Yıl 2024, Cilt: 25 Sayı: 2, 133 - 150, 31.07.2024
https://doi.org/10.12984/egeefd.1325259

Öz

Çocuklar için Felsefe (Philosophy for Children-P4C) Lipman tarafından 1960’lı yıllarda oluşturulan çocukların daha bağımsız düşünmelerini sağlayan, karşılıklı öğretmen-öğrenci diyaloğunu ve çocukların soru sormalarının teşvik edildiği, öğretmenin açık uçlu sokratik sorgulama yöntemini kullandığı bir süreçtir. Bu çalışmanın amacı, P4C ile ilgili eğitim alanında yayımlanan akademik yayınların bibliyometrik haritalama analizine göre incelemektir. Bu amaç doğrultusunda, Web of Science veri tabanında P4C kavramı üzerine yayımlanan eğitim alanında akademik yayınların günümüze kadar olan süreçteki genel eğilimi incelenmiştir. Araştırmada elde edilen verilerin analiz edilerek görselleştirilmesinde VOSviewer kullanılmıştır. Araştırmanın sonucuna göre; P4C ile ilgili en fazla akademik yayının 2017 yılında ABD’de gerçekleştirildiği görülmüştür. Araştırma kapsamında çok disiplinli bir yapıya sahip olan P4C kavramının eğitim araştırmalarıyla sınırlandırıldığında en çok felsefe, sosyal bilimler tarihi, disiplinlerarası sosyal bilimler, dil bilimi, gelişimsel psikoloji ve eğitsel psikoloji konu alanlarında çalışıldığı belirlenmiştir. Ayrıca farklı alanlardan fen eğitimi, öğretmen eğitimi, okul liderliği, eleştirel düşünme ve iş etiği, öz-düzenlemeli öğrenme, ebeveynlik, din eğitimi ve fonolojik farkındalık kavramlarıyla da ilişki içerisindedir.

Kaynakça

  • Avcı, F. (2023). Teachers’ views on the philosophy for children (P4C) approach and its facilitator roles. Educational Academic Research, 48(1), 1-13. doi: 10.5152/AUJKKEF.2023.903618
  • Aydın, M. Z. (2001). Aktif öğretim yöntemlerinden buldurma (Sokrates) yöntemi. Cumhuriyet Üniversitesi İlahiyat Fakültesi Dergisi, 5, 55-80.
  • Carnell, E., & Lodge, C. (2002). Supporting effective learning. London: Paul Chapman Publishing. Christensen, L. B., Johnson, B., & Turner, L. A. (2011). Research methods, design, and analysis. Pearson: New York.
  • Collyer, F. M. (2018). Global patterns in the publishing of academic knowledge: Global North, Global South. Current Sociology, 66(1), 7-56. doi: 10.1177/0011392116680020
  • Ellegaard, O., & Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105(3), 1809-1831. https://doi.org/10.1007/s1119 2- 015- 1645- z.
  • Fair, F., Haas, L. E., Gardosik, C., Johnson, D. D., Price, D. P., & Leipnik, O. (2015). Socrates in the schools from Scotland to Texas: Replicating a study on the effects of a Philosophy for Children program. Journal of Philosophy in Schools, 2(1), 18-37.
  • Fisher, R. (2007). Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 177(6-7), 615-631. https://doi.org/10.1080/03004430701378985
  • García-Moriyón, F., Rebollo, I., & Colom, R. (2005). Evaluating philosophy for children: A meta-analysis. Thinking: The Journal of Philosophy for Children, 17(4), 14-22.
  • Giménez-Dasí, M., Quintanilla, L., Ojeda, V., & Lucas-Molina, B. (2017). Effects of a dialogue-based program to improve emotion knowledge in Spanish Roma preschoolers. Infants & Young Children, 30(1), 3-16. doı: 10.1097/IYC.0000000000000086
  • Gorard, S., Siddiqui, N., & See, B. H. (2017). Can philosophy for children improve primary school attainment? Journal of Philosophy of Education, 51(1), 5-22. https://doi.org/10.1111/1467-9752.12227
  • Gregory, M. (2008). Philosophy for children: Practitioner handbook. Montclair, USA: IAPC Publication.
  • Haynes, J. (2002). Children as philosophers: Learning through enquiry and dialogue in the primary classroom. London: Routledge Falmer.
  • Karakaya, Z. (2006). Çocuk felsefesi ve çocuk eğitimi. Din Bilimleri Akademik Araştırma Dergisi, 6(1), 23-37.
  • Lipman, M., & Sharp, A. M. (1978). Growing up with philosophy. Philadelphia, PA: Temple University Press.
  • Lipman, M., Sharp, A. M., & Oscanyon, F. (1980). Philosophy in the classroom. Philadelphia, PA: Temple University Press.
  • Lipman, M. (2003). Thinking in education. New York: Cambridge University Press.
  • McCall, C. C. (2017). Düşünmeyi dönüştürmek ilkokul ve orta sınıflarda felsefi sorgulama. (K. Gülenç, & N. P. Boyacı, çev.). Ankara: Nobel Yayınları.
  • Topping, K. J., & Trickey, S. (2007). Collaborative philosophical enquiry for school children: Cognitive effects at 10-12 years. British Journal of Educational Psychology, 77, 271- 288. doı:10.1348/000709906X105328
  • Topping, K. J., & Trickey, S. (2013). The role of dialog in philosophy for children. International Journal of Educational Research, 63, 69-78. https://doi.org/10.1016/j.ijer.2013.01.002
  • Trickey, S., & Topping, K. J. (2004). ‘Philosophy for children’: A systematic review. Research Papers in Education, 19(3), 365-380. https://doi.org/10.1080/0267152042000248016
  • UNESCO. (2020). Educational practices series philosophy for children. https://unesdoc.unesco.org/ark:/48223/pf0000373403 adresinden elde edildi.
  • Vansieleghem, N., & Kennedy, D. (2011). What is philosophy for children, what is philosophy with children after Matthew Lipman? Journal of Philosophy of Education, 45(2), 171-181.
  • Wong, S. L., Nyakuma, B. B., Wong, K. Y., Lee, C. T., Lee, T. H., & Lee, C. H. (2020). Microplastics and nanoplastics in global food webs: A bibliometric analysis (2009–2019). Marine Pollution Bulletin, 158(111432), 1-15. https://doi.org/10.1016/j.marpolbul.2020.111432
  • Yu, H., Wei, Y. M., Tang, B. J., Mi, Z., & Pan, S. Y. (2016). Assessment on the research trend of low-carbon energy technology investment: A bibliometric analysis. Applied Energy, 184, 960-970. https://doi.org/10.1016/j.apenergy.2016.07.129
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Emine Kahraman 0000-0002-0721-9545

Ayşıl Ağaya 0000-0003-0621-1282

Savaş Akgül 0000-0003-0436-2765

Erken Görünüm Tarihi 29 Temmuz 2024
Yayımlanma Tarihi 31 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 25 Sayı: 2

Kaynak Göster

APA Kahraman, E., Ağaya, A., & Akgül, S. (2024). Çocuklar İçin Felsefe ile İlgili Akademik Yayınların Bibliyometrik Haritalama Analizi. Ege Eğitim Dergisi, 25(2), 133-150. https://doi.org/10.12984/egeefd.1325259