The effect of philosophy for children approach on the argumentation skills of primary school students

This study examined the effect of the Philosophy for Children (P4C) approach on the argumentation skills of fourth-grade primary school students. The study was conducted using an embedded mixed-methods design. The research was carried out during the spring semester of the 2024–2025 academic year with 24 fourth-grade students attending a public primary school in the province of Bayburt. In the experimental group, P4C sessions were implemented in an integrated manner into the curriculum for 10 weeks, two class hours per week, while the control group continued with the existing instructional process. Quantitative data were collected using the Written Argumentation Assessment Form within the framework of a pretest–posttest quasi-experimental design with a control group. Qualitative data were collected through semi-structured interviews with students and teachers and were analyzed using content analysis. Since the normality assumption was not met, quantitative data were analyzed using nonparametric tests. The findings indicated a statistically significant difference in favor of the experimental group when pretest scores were controlled and demonstrated that P4C practices had a strong effect on students' written argumentation skills. Qualitative findings revealed improvements in students' abilities to construct claims, provide justifications, and evaluate different perspectives. In conclusion, the results suggest that the P4C approach is effective in developing argumentation skills at the primary school level. Accordingly, it is recommended that P4C be integrated into instructional processes as a teaching approach.