The effect of applying philosophy for children activities with aquarium technique on critical thinking and cooperative learning skills of gifted elementary school students

In this study, it was aimed to examine the effect of implementing Philosophy for Children (P4C) based activities with the aquarium technique on the critical thinking and collaborative learning skills of gifted primary school fourth grade students. For this purpose, activities to develop critical thinking skills and collaborative learning skills were realized through the presentation of P4C-based applications. This study, which took place in the second semester of the 2023-2024 academic year in a Science and Art Center in a province in the Central Anatolia region during a 10-week implementation period, was carried out with an explanatory sequential mixed method in which quantitative and qualitative data were interpreted together. "Critical Thinking Skills Assessment Test for Philosophy Education for Children" and 'Cooperative Learning Skill Scale' were used as quantitative data collection tools. "Semi-structured Interview Form" was used to collect qualitative data. The study group of the research consisted of a total of 16 fourth grade students diagnosed with special ability, 8 girls and 8 boys. The quantitative data obtained were analyzed with SPSS 23 package program. Due to the normal distribution of the data obtained from the quantitative measurement tools, the dependent related samples t test was used to compare the test scores. Qualitative data were analyzed by content analysis. According to the data obtained as a result of the research, it was determined that the implementation of P4C-based activities with the aquarium technique improved the critical thinking skills and cooperative learning skills of gifted fourth grade students. The data obtained from student interviews were categorized under thirteen themes. These themes are; Philosophy for Children (P4C) application, stories in the application, questions in the application, discussion process, contribution of the application to the student, contribution to critical thinking, contribution to cooperative learning, impact on problems and producing solutions, positive perspective and solution-oriented approaches, dynamic and scientific solution approaches, effectiveness, social interaction and contribution to personal and mental development. The gifted students in the study group stated that they found the P4C-based activities with the aquarium technique useful for themselves, and that their interest in reasoning skills, philosophical inquiry skills, personal, social and emotional skills, discussion maturity, learning skills, communication and friendship skills increased in addition to their critical thinking skills and collaborative learning skills. They also expressed their willingness to continue these activities. Keywords: Giftedness, Philosophy for Children (P4C), Critical Thinking Skills, Cooperative Learning Skills, Mixed Method