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developmental process of dialogical critical thinking in groups of pupils aged 4 to 12 years对话的批判性思维的发展过程组4到12岁的学生.pdf

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developmental process of dialogical critical thinking in groups of pupils aged 4 to 12 years对话的批判性思维的发展过程组4到12岁的学生

Creative Education 2011. Vol.2, No.5, 418-428 Copyright © 2011 SciRes. DOI:10.4236/ce.2011.25061 Developmental Process of Dialogical Critical Thinking in Groups of Pupils Aged 4 to 12 Years 1 2 Marie-France Daniel , Mathieu Gagnon 1Department of Kinesiology, Université de Montréal, Montréal, Canada; 2Department of Psychology and Education, Université du Québec à Chicoutimi, Chicoutimi, Canada. Email: marie-france.daniel@umontreal.ca th th th Received October 9 , 2011; revised November 20 , 2011; accepted November 25 , 2011. The objective of this study is to model the development of critical thinking in groups of pupils aged 4 to 12 years. A previous study, conducted with groups of pupils aged 9 to 12 years who practiced Philosophy for Children (P4C), proposed a model that shows how critical thinking develops in these age groups. The present empirical study was conducted in three geographical contexts (Quebec, Ontario and France) with 17 classrooms of pupils who had practiced P4C. Based on a qualitative method of analysis that stems from the Grounded Theory, analy- sis of the 17 transcripts of exchanges resulted in a revised model of the developmental process of cr