Research Paper on Developing philosophical thinking

Description

Title: Developing philosophical thinking

Abstract: The purpose of this study was to investigate how students in secondary education conduct philosophical thinking through the use of collaborative writing. The writing was utilized as an epistemic tool across the learning communities, leading to development a philosophy course that followed the rationale. The class included 45 students who were split up among 13 different teams. Within the scope of this investigation, an examination was carried out on a subsample consisting of six students who participated in one collaborative argumentative writing assignment while working in two teams. Both of these groups used an integrated construction technique for collaborative writing, one of the criteria used to pick them. The output of both groups ranged from good to medium quality. During the collaborative writing process, recordings of the conversation and writing activity conducted by both groups, in audio, video, and screen formats, were collected as sources of data (using the software programs Camtasia and Atlas-ti). The analysis concentrated on the interaction that took place during collaborative writing (the different kinds of talk that were had, evidence of philosophical competencies such as problematization, argumentation, and conceptualization, as well as the control of the collaborative writing activity and group dynamics), in addition to the quality of both solo and collaborative writings. According to the findings, there is a connection between interaction quality and content quality. The students were better able to 1) apply these philosophical concepts in their discourse, 2) “problematize their ideas and provide arguments to support them, and 3) transform abstract ideas into more concrete and appropriate philosophical concepts by using examples related to their own experiences.” This was accomplished through the process of collaborative writing. Based on these findings, there is a discussion about the significance of a well-structured learning environment in order to encourage critical putting one’s thoughts down on paper, in addition to the requirement that students be trained to engage in productive peer discussion in order to learn through collaborative writing.

Keywords: collaborative writing, argumentative writing, writing in the disciplines, learning, secondary education philosophy

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