Developmental Process of Critical Thinking in Awareness of Violence and Social- Gender Stereotypes by Using P4C

Background and Aim: The objective of this study is to find how the properties of process of developing the critical thinking are in the male students, ages 6-12, in Awareness of Violence and Social- Gender Stereotypes by Using P4C. Method: the framework that emerged from these findings is defined by two thinking styles and six views of epistemology. The participants were 48 male pupils aged 6 to 12 years, from different preschools and schools in Dezfoul, who were randomly selected using random clustering sampling, out of From north and south and east and west of Dezfoul. Gaining the goals, we used the qualitative methodology of Grounded Theory. Observations, interviews, and providing a checklist are the tools for collecting data in this research. Two groups discussed on two aspects (awareness of violence and gender, social stereotypes) during 20-week sessions, each for 1 hour. Results: In the model, critical thinking is defined as multimodal (logical, creative, responsible and metacognitive thinking)and The model the authors propose is developmental in that it illustrates a “progression in reflection” that is, an increasing sophistication in the manner in which the pupils’ representations and meanings are coconstructed during exchanges within a community of in quiry and In the model, the development of Critical Thinking is a “recursive” process in that it is not linear; it is revisited, revised, re-utilized during all grades of elementary school. Conclusion: According to the analyses of the results, it may be said that developments the children’s critical thinking in Awareness of Violence and Social- Gender Stereotypes media  occur through processes including elimination, attributing, transferring or transiting in different ages in a special form.