Providing an Integrated Model of Philosophy for Children (P4C) and Pedagogical Content Knowledge (PCK) in Primary Education

Hashemi, Zahrasadat

doi:10.22034/jiera.2025.543604.3363

Providing an Integrated Model of Philosophy for Children (P4C) and Pedagogical Content Knowledge (PCK) in Primary Education

Document Type : Original Article

Author

Zahrasadat Hashemi

Department of Philosophy and Logic Education, Farhangian University,Tehran, Iran

https://doi.org/10.22034/jiera.2025.543604.3363

Abstract

Objective: This study was conducted with the aim of providing an integrated model of Philosophy for Children (P4C) and Pedagogical Content Knowledge (PCK) in primary education.
Method: In terms of purpose, this study is applied, and in terms of approach, it is qualitative and of the thematic analysis type. The statistical population consisted of experts and specialists in the fields of philosophy, pedagogical content knowledge, and curriculum planning in the years 2024-2025. Using purposive sampling and the snowball technique, 18 individuals (15 professors and 3 curriculum planners) were selected. Data were collected through semi-structured interviews and analyzed using thematic analysis with inter-coder agreement (reliability coefficient of 0.78).
Results: Data analysis led to the extraction of 33 basic themes, 11 organizing themes, and ultimately 6 overarching themes as the main dimensions of the model. The identified organizing themes were: basic cognitive skills, mental readiness, content comprehension, content design skills, communication skills, interaction skills, analysis and judgment, problem-solving, concept linking, self-regulation, and knowledge of educational tools. These components were organized within a comprehensive integrated model.
Conclusion: The findings showed that the purposeful integration of the two approaches, P4C and PCK, can provide an effective conceptual framework for designing primary education curricula. This model, by simultaneously enhancing philosophical thinking skills (such as analysis and judgment) and content-focused teaching competencies (such as understanding and designing content), provides an effective framework for designing primary education curricula.

This study adopts a qualitative and applied research design employing the Design-Based Research (DBR) methodology. Data were collected through document analysis, theoretical framework review, and semi-structured interviews with 10 experts in the field of education. Thematic analysis was used to examine the collected data.

Based on the findings, an integrative model was designed comprising six core components: objectives, content, teaching strategies, teacher’s role, learner’s role, and assessment methods. The proposed model was validated by experts and demonstrated the potential to effectively combine content-based instruction with the cultivation of students’ thinking skills.

Furthermore, the model promotes dialogue-centered classrooms, enhances meaningful learning, and fosters active student participation. Given its flexibility, the model is adaptable to localized contexts and can be widely implemented in concept-oriented subjects in primary education. It can also serve as a practical guide for teachers, curriculum designers, and teacher training programs seeking to integrate philosophical inquiry with pedagogical content knowledge in the classroom.

Keywords

Integrated Model

Philosophy for Children

Pedagogical Content Knowledge

Primary Education / Elementary

Education Period

Subjects

New teaching and learning techniques and methods

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