Volume 48, Issue 3, September 2025
Arif ?er?i

, G?khan Orhan

, Serdar Derman

, Mehmet Ali Baz

Pages 337-365
https://doi.org/10.5840/teachphil202578227
The Role of Philosophy for Children (P4C) in Improving Students¡¯ Critical Thinking Dispositions and Questioning Skills in a Turkish Course
The study seeks to explore the impact of the P4C approach in 7th grade Turkish course on students¡¯ critical thinking dispositions and questioning skills using a convergent parallel mixed design procedure. With the aim of converging the findings to gain a comprehensive understanding of the research topic, both qualitative and quantitative data were collected and analyzed simultaneously. For a sample of fifty students, qualitative data were gathered through reflective diaries and a question quadrant, while quantitative data were collected through a pre-test and post-test via Critical Thinking Disposition Scale (CTDS). The findings point out to the fact that the P4C approach had a positive influence on students¡¯ critical thinking dispositions and fostered an environment that encouraged students to think critically and ask meaningful questions.