The effect of the science course conducted according to the P4C method on children's science achievement, creativity and value education

This study aims to investigate the effects of Philosophy for Children (P4C)-based science teaching on the science achievement, creativity levels, and value education gains of 4th-grade primary school students. The study was conducted during the 2023–2024 academic year at a public primary school located in the Alanya district of Antalya province. In the study, quantitative data were collected using a quasi-experimental design with experimental and control groups, while qualitative data were obtained through an action research design. In the control group, science instruction was carried out through traditional methods in accordance with the current curriculum of the Ministry of National Education, whereas in the experimental group, science teaching was implemented based on lesson plans prepared in line with the P4C approach. Both quantitative and qualitative data collection methods were utilized in the study. Science achievement was assessed based on students' pre-test and post-test scores, and the data obtained were analyzed using paired samples t-test and independent samples t-test. The analysis results revealed that there was an increase in the pre-test and post-test mean scores of the experimental group, and this increase was found to be statistically significant (p < .05). Creativity levels were evaluated based on the stories written by the students, using the Creative Writing Criteria developed by Fatma Susar Kırmızı, and the data obtained were analyzed through content analysis. The findings indicated a significant improvement in creative thinking skills among the students in the experimental group. In terms of value education, it was determined that the P4C-based teaching process enabled students to reach values not through direct transmission but through their own cognitive processes. During the lessons, students naturally reached and internalized fundamental values such as empathy, justice, responsibility, and cooperation. As a result, it can be stated that P4C-based science teaching improves students' creative writing skills, allows them to construct values in an authentic way, and creates positive effects on science achievement. In this respect, the P4C approach stands out as a holistic and contemporary teaching method that supports both cognitive and affective development.