The introduction of didactic materials for philosophy teaching aimed at student’s understanding and critical thinking development

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F22%3A73613745" target="_blank" >RIV/61989592:15410/22:73613745 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/CIESLAROVA2022INT" target="_blank" >https://library.iated.org/view/CIESLAROVA2022INT</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2022.1662" target="_blank" >10.21125/edulearn.2022.1662</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The introduction of didactic materials for philosophy teaching aimed at student’s understanding and critical thinking development

Popis výsledku v původním jazyce

The contribution addresses proposals for coping with critical areas in the education of philosophy at secondary grammar schools. Critical areas are understood as parts of a curriculum whose didactic transformation is difficult to process and understand for both participants of the education process. We follow the results of our previous research which identified the critical areas and determined their causes and options for efficient didactic transformation. Based on the results of the investigation, we have designed sets of didactic materials intended to help teachers and pupils to overcome the main obstacles when coping with critical areas in secondary-grammar-school education of philosophy.The proposals are designed in the form of teaching strategies that follow how to provide didactic materials promoting the student’s understanding and how to create tasks fulfilling the criteria of modern didactics and efficient didactic transformation. These didactic materials are focused also on proposing particular tasks that may improve the skills related to critical thinking. From the educational perspective, critical thinking is understood as a skill that may be applied with greater or lesser efficiency. It refers in particular to thinking about the premises for a belief, asking relevant questions, and drawing conclusions according to Allan Fisher [1]. Manal AlMarwani [2] points out that skills related to critical thinking in fact represent higher mental skills according to the taxonomy of educational objectives designed by B. Bloom, D. Krathwohl, etc. such as application, analysis, synthesis, evaluation, and possibly also creativity.The contribution also aims to point out a current problem: it has been found that students fail to use critical thinking, although they are frequently able to apply these higher mental skills. This fact may currently be observed in numerous situations, especially concerning examples from the disinformation scene. The reason for this failure is the fact that higher skills of critical thinking may be satisfactorily applied only if the basic concepts and their mutual relations within the particular subject area are understood. The teaching strategies of individual didactic materials emphasized particularly the development of comprehension of the respective philosophical conceptions. Teaching strategies concern the activization tasks are focused especially on the development of higher skills related to critical thinking.

Název v anglickém jazyce

The introduction of didactic materials for philosophy teaching aimed at student’s understanding and critical thinking development

Popis výsledku anglicky

The contribution addresses proposals for coping with critical areas in the education of philosophy at secondary grammar schools. Critical areas are understood as parts of a curriculum whose didactic transformation is difficult to process and understand for both participants of the education process. We follow the results of our previous research which identified the critical areas and determined their causes and options for efficient didactic transformation. Based on the results of the investigation, we have designed sets of didactic materials intended to help teachers and pupils to overcome the main obstacles when coping with critical areas in secondary-grammar-school education of philosophy.The proposals are designed in the form of teaching strategies that follow how to provide didactic materials promoting the student’s understanding and how to create tasks fulfilling the criteria of modern didactics and efficient didactic transformation. These didactic materials are focused also on proposing particular tasks that may improve the skills related to critical thinking. From the educational perspective, critical thinking is understood as a skill that may be applied with greater or lesser efficiency. It refers in particular to thinking about the premises for a belief, asking relevant questions, and drawing conclusions according to Allan Fisher [1]. Manal AlMarwani [2] points out that skills related to critical thinking in fact represent higher mental skills according to the taxonomy of educational objectives designed by B. Bloom, D. Krathwohl, etc. such as application, analysis, synthesis, evaluation, and possibly also creativity.The contribution also aims to point out a current problem: it has been found that students fail to use critical thinking, although they are frequently able to apply these higher mental skills. This fact may currently be observed in numerous situations, especially concerning examples from the disinformation scene. The reason for this failure is the fact that higher skills of critical thinking may be satisfactorily applied only if the basic concepts and their mutual relations within the particular subject area are understood. The teaching strategies of individual didactic materials emphasized particularly the development of comprehension of the respective philosophical conceptions. Teaching strategies concern the activization tasks are focused especially on the development of higher skills related to critical thinking.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN22 Proceedings

ISBN

978-84-09-42484-9

ISSN

2340-1117

e-ISSN

—

Počet stran výsledku

7

Strana od-do

7082-7088

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Palma

Datum konání akce

4. 7. 2022

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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