P4C Supported Mathematical Modeling Applications of Primary School Students: A Teaching Experiment

İsmail Kaygısız

Article Details

P4C Supported Mathematical Modeling Applications of Primary School Students: A Teaching Experiment

Authors:

İsmail Kaygısız

Publisher:

Bursa Uludağ University

Main Topics:

Sistematik Felsefe (Diğer)

Journal:

Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.386-422

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001301278

pISSN:

2645-8950

Keywords:

Abstract:

 Philosophy for Children P4C, dating back to Socrates, is an educational practice that develops childrens thinking abilities. In P4C activities, children discuss philosophical concepts appropriate for their level accompanied by texts and different stimuli. In todays visual age, one of these stimulants is thought to be cartoons that appeal to childrens different senses. Mathematical modeling is a cyclical process that involves solving, interpreting and verifying real-life problems with mathematical methods by moving them to the world of mathematics. It is thought that students who can look at their daily life situations with a critical and creative eye will offer different solutions in mathematical modeling activities. The aim of this research is to examine the solution process of students participating in P4C activities in mathematical modeling applications. Teaching experiment method was adopted in the research. As the data source, Smart Rabbit Momo, We Are a Team and Rafadan Tayfa Servis broadcast on TRT Childrens channel in P4C events, and Kim Koşsun and Picnic events prepared by the researcher in mathematical modeling events were used. Dialogues in cartoons were analyzed by content analysis and associated with philosophical concepts. Many philosophical concepts such as success, goodness-evil, trust, truth, responsibility, justice-injustice, love-respect, trust have been reached in the analyzed cartoons. P4C activities were carried out in four stages as monitoring, monitoring-question creation, question creation-discussion and discussion-group evaluation. The questions asked to the students while applying the P4C activities were carried out using the SCAMPER technique to reveal their creative and critical thinking skills. Mathematical modeling activities were applied separately to classes with and without P4C activity. As a result of the research, it was observed that the students who were applied P4C activities exhibited different thinking skills in the interpretation and evaluation steps of the mathematical modeling processes.

 Philosophy for Children P4C, dating back to Socrates, is an educational practice that develops childrens thinking abilities. In P4C activities, children discuss philosophical concepts appropriate for their level accompanied by texts and different stimuli. In todays visual age, one of these stimulants is thought to be cartoons that appeal to childrens different senses. Mathematical modeling is a cyclical process that involves solving, interpreting and verifying real-life problems with mathematical methods by moving them to the world of mathematics. It is thought that students who can look at their daily life situations with a critical and creative eye will offer different solutions in mathematical modeling activities. The aim of this research is to examine the solution process of students participating in P4C activities in mathematical modeling applications. Teaching experiment method was adopted in the research. As the data source, Smart Rabbit Momo, We Are a Team and Rafadan Tayfa Servis broadcast on TRT Childrens channel in P4C events, and Kim Koşsun and Picnic events prepared by the researcher in mathematical modeling events were used. Dialogues in cartoons were analyzed by content analysis and associated with philosophical concepts. Many philosophical concepts such as success, goodness-evil, trust, truth, responsibility, justice-injustice, love-respect, trust have been reached in the analyzed cartoons. P4C activities were carried out in four stages as monitoring, monitoring-question creation, question creation-discussion and discussion-group evaluation. The questions asked to the students while applying the P4C activities were carried out using the SCAMPER technique to reveal their creative and critical thinking skills. Mathematical modeling activities were applied separately to classes with and without P4C activity. As a result of the research, it was observed that the students who were applied P4C activities exhibited different thinking skills in the interpretation and evaluation steps of the mathematical modeling processes.

 Philosophy for Children P4C, dating back to Socrates, is an educational practice that develops childrens thinking abilities. In P4C activities, children discuss philosophical concepts appropriate for their level accompanied by texts and different stimuli. In todays visual age, one of these stimulants is thought to be cartoons that appeal to childrens different senses. Mathematical modeling is a cyclical process that involves solving, interpreting and verifying real-life problems with mathematical methods by moving them to the world of mathematics. It is thought that students who can look at their daily life situations with a critical and creative eye will offer different solutions in mathematical modeling activities. The aim of this research is to examine the solution process of students participating in P4C activities in mathematical modeling applications. Teaching experiment method was adopted in the research. As the data source, Smart Rabbit Momo, We Are a Team and Rafadan Tayfa Servis broadcast on TRT Childrens channel in P4C events, and Kim Koşsun and Picnic events prepared by the researcher in mathematical modeling events were used. Dialogues in cartoons were analyzed by content analysis and associated with philosophical concepts. Many philosophical concepts such as success, goodness-evil, trust, truth, responsibility, justice-injustice, love-respect, trust have been reached in the analyzed cartoons. P4C activities were carried out in four stages as monitoring, monitoring-question creation, question creation-discussion and discussion-group evaluation. The questions asked to the students while applying the P4C activities were carried out using the SCAMPER technique to reveal their creative and critical thinking skills. Mathematical modeling activities were applied separately to classes with and without P4C activity. As a result of the research, it was observed that the students who were applied P4C activities exhibited different thinking skills in the interpretation and evaluation steps of the mathematical modeling processes.

 Tarihi Sokratese kadar uzanan Çocuklar için felsefe P4C, çocukların düşünme yeteneklerini geliştiren eğitimsel bir uygulamadır. P4C etkinliklerinde çocuklar düzeylerine uygun felsefi kavramları metinler ve faklı uyarıcılar eşliğinde tartışırlar. Günümüz görsel çağında bu uyarıcılardan biri de çocukların farklı duyularına hitap eden çizgi filmlerin olduğu düşünülmektedir. Matematiksel modelleme gerçek yaşam problemlerinin matematik dünyasına taşınarak, matematiksel yöntemlerle çözülüp yorumlanmasını ve doğrulanmasını içeren döngüsel bir süreçtir. Günlük yaşam durumlarına eleştirel ve yaratıcı gözle bakabilen öğrencilerin matematiksel modelleme etkinliklerinde farklı çözüm önerileri getireceği düşünülmektedir. Bu araştırmanın amacı P4C etkinliklerine katılan öğrencilerin matematiksel modelleme uygulamalarındaki çözüm sürecini incelemektir. Araştırmada öğretim deneyi yöntemi benimsenmiştir. Veri kaynağı olarak P4C etkinliklerinde TRT Çocuk kanalında yayınlanan Akıllı Tavşan Momo Biz Bir Takımız ve Rafadan Tayfa Servis, matematiksel modelleme etkinliklerinde ise araştırmacı tarafından hazırlanan Kim Koşsun ve Piknik etkinleri kullanılmıştır. Çizgi filmlerdeki diyaloglar içerik analizi ile incelenip felsefi kavramlarla ilişkilendirilmiştir. İncelenen çizgi filmlerde başarı, iyilik-kötülük, güven, doğruluk, sorumluluk, adalet-adaletsizlik, sevgi-saygı, güven gibi pek çok felsefi kavrama ulaşılmıştır. P4C etkinlikleri izleme, izleme-soru oluşturma, soru oluşturma-tartışma ve tartışma-grup değerlendirmesi olarak dört aşamada gerçekleştirilmiştir. P4C etkinlikleri uygulanırken öğrencilere yöneltilen sorular yaratıcı ve eleştirel düşünme becerilerini ortaya çıkarmaya yönelik SCAMPER tekniği kullanılarak gerçekleştirilmiştir. P4C etkinliği uygulanan ve uygulanmayan sınıflara ayrı ayrı matematiksel modelleme etkinlikleri uygulanmıştır. Araştırma sonucunda P4C etkinlikleri uygulanan öğrencilerin matematiksel modelleme süreçlerinin yorumlama ve değerlendirme basamaklarında daha farklı düşünme becerileri sergiledikleri gözlemlenmiştir.

Article Details

P4C Supported Mathematical Modeling Applications of Primary School Students: A Teaching Experiment

Authors:

İsmail Kaygısız

Publisher:

Bursa Uludağ University

Main Topics:

Sistematik Felsefe (Diğer)

Journal:

Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.386-422

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001301278

pISSN:

2645-8950

Philosophy For Children (P4C)

Mathematical Modeling

Teaching Experiment

Primary School

CartoonÇocuklar için Felsefe(P4C)

Matematiksel Modelleme

Öğretim Deneyi

İlkokul

Çizgi Film

Issues

Article Details

Authors: İsmail Kaygısız

Publisher: Bursa Uludağ University

Main Topics: Sistematik Felsefe (Diğer)

Journal: Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.386-422

Document Type: Article

Publication Date: 10/2023

Document Language: Turkish

Document ID (Org No.): 2001301278

pISSN: 2645-8950

Issues

Authors:

İsmail Kaygısız

Publisher:

Bursa Uludağ University

Main Topics:

Sistematik Felsefe (Diğer)

Journal:

Kaygı. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Vol.22 Issue 3, pp.386-422

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001301278

pISSN:

2645-8950