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Reznitskaya, A., Anderson, R. C., Dong, T., Li, Y., Kim, I. H., & Kim, S. Y. (2008). Learning to Think Well: Application of Argument Schema Theory. In C. C. Block, & S. Parris (Eds.), Comprehension Instruction: Research-Based Best Practices (pp. 196-213). New York: Guilford Press.

has been cited by the following article:

• TITLE: Students’ Views about Their Participation in a Philosophy Program

  AUTHORS: Renia Gasparatou, Marida Ergazaki

  KEYWORDS: Philosophy Sessions, Philosophy for/with Children, High School, Phenomenological Study

  JOURNAL NAME: Creative Education, Vol.6 No.8, May 19, 2015

  ABSTRACT: This paper reports on a phenomenological study that aims at exploring students’ own perception of their participation in a “Philosophy for/with Children” program. The program was comprised of eight philosophy sessions designed for stimulating interesting and fairly disciplined discussions. The implementation of the program took place at a village high school in a rural part of west Greece, with 16 teenager students (age 14 - 16). The students gave us individual semi-structured post-interviews concerning (a) the expectations they had from the program, (b) their experience from it, (c) their understanding about its purpose and outcomes, and (d) their suggestions for possible changes with regard to it. The qualitative analysis of students’ interviews showed that they had a very positive view of the program, as thoroughly discussed in the paper.