Abstract

Teaching thinking to students is one of the most basic tasks of the education system. One of the most important methods that have grown in this field in recent years is teaching philosophy to children (P4C). This research was conducted with the aim of investigating the effect of teaching logical thinking methods on reasoning skills, social adaptation and academic achievement of students. The research method was practical in terms of purpose and quasi-experimental in terms of data collection. In order to achieve the objectives, a sample of 187 male students of sixth grade in KhorramAbad city was selected in six classes. The data collection tools included the students' social adjustment questionnaire, the New Jersey reasoning skills test, and the academic achievement test, which were implemented in two stages, pretest and post-test, after checking and ensuring validity and reliability. Experimental intervention in two methods of storytelling and research community, each with a specific pattern and process, was implemented for five sessions. The results showed that the two methods of storytelling and research community were effective on academic progress, social adjustment and reasoning. In terms of social compatibility and reasoning, the research community method was more effective than storytelling.