دورية أكاديمية
Teaching and Learning Philosophy in Ontario High Schools
| العنوان: | Teaching and Learning Philosophy in Ontario High Schools |
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| اللغة: | English |
| المؤلفون: | Bialystok, Lauren, Norris, Trevor, Pinto, Laura Elizabeth (ORCID |
| المصدر: | Journal of Curriculum Studies. 2019 51(5):678-697. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Philosophy, Teaching Methods, Instructional Effectiveness, High School Students, Outcomes of Education, Abstract Reasoning, Interdisciplinary Approach, Pedagogical Content Knowledge, Teacher Background, High School Teachers, Student Attitudes, Teacher Attitudes, Critical Thinking, Creative Thinking, Instructional Design, Course Content, Textbooks, Relevance (Education) |
| مصطلحات جغرافية: | Canada |
| DOI: | 10.1080/00220272.2018.1563632 |
| تدمد: | 0022-0272 |
| مستخلص: | Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central questions to provide insight into the dynamics of their shared process of teaching/learning. Methods and procedures: We conducted semi-structured with interviews philosophy teachers (n = 9), classroom observations (n = 142), and student focus groups at 16 diverse high schools. Transcripts were coded according to themes. Results: Our findings reflect the complicated nature of philosophy as a discipline characterized by abstract thinking. Participants found it mind-opening, yet challenging, providing educational opportunities that are largely absent in conventional schooling. They saw multiple connections between philosophy and other subjects, but also appreciated its distinctive benefits. Teachers relied primarily on textbooks and contemporary media to deliver the curriculum. We found that a teacher's background in philosophy may influence what is taught in philosophy courses and how, especially given the flexibility of the provincial curriculum. Conclusions: The findings suggest that philosophy is a unique, beneficial subject that teachers enjoy teaching and students greatly value, characterizing it as both difficult and rewarding. Our study revealed that considerable differences exist in how philosophy is taught and learned around the province. The flexibility of the provincial curriculum appears to be an invitation for creative and responsive teaching; however, philosophy teachers' weak preparation can, by their own admission, be a hindrance to effective curriculum delivery. Studying philosophy enhances students' thinking about other academic areas of study and in some cases opens them up to new ways of thinking. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1226352 |
| قاعدة البيانات: | ERIC |
PDF full text from Publisher 
Full Text Finder | تدمد: | 0022-0272 |
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| DOI: | 10.1080/00220272.2018.1563632 |