Identifying an Effective Model for Enhancing Questioning in Philosophy Education for Children: A Content Analysis Study

Articles in Press

Document Type : Original Research

Authors

1 Faculty member, Department of Educational Sciences, Farhangian University

2 Department of Educational Sciences, Farhangian University, Tehran, Iran

10.48310/itt.2026.22722.1340

Abstract

In recent decades, teaching philosophy to children has gained attention as an effective strategy for enhancing cognitive skills—particularly questioning, critical thinking, and reasoning.Previous studies have shown that children’s philosophy programs positively impact the development of these skills.However, most of these studies have focused on the effectiveness of specific interventions, with less attention given to systematic structures or comprehensive models for implementing questioning.This gap highlights the need for an organized framework to guide the questioning process. The primary goal of this study is to identify key components that enhance questioning and to propose a linear, structured model based on them.



The study employed content analysis as the main method. The research population included scientific articles related to questioning. A non-random, quality-based sampling method was used. After removing duplicates,77 core,18 organizing, and 4 overarching documents were identified. The overarching components—questioning objectives, contextualization, the questioning process, and evaluation—formed the linear framework.Organizing components included the teacher’s role as a facilitator, active student participation, reflective questions, effective management of questioning, and continuity in the process.



Findings indicate that following a clear model is essential for the effectiveness and sustainability of questioning in children’s philosophy classrooms. This model not only improves the quality of questions but also positively influences students’ personal, social,communication, and academic development. It is recommended as a practical guide for teachers and curriculum designers. Limitations include restricted access to resources and a focus on Persian and English studies. Future research should evaluate this model using qualitative and quantitative methods, such as controlled experiments.

Keywords

Main Subjects

Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 25 July 2026

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