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GUNGOR, Bulent, Bülent ARSLAN, TUFİOĞLU Özge Sanem YÜKSEL, Halil Mutlu KUTLAR, Özcan DEMİR, and Cengiz KAYA. "A THEORETICAL EXAMINATION OF SIX-CAT THINKING TECHNIQUE." Socrates Journal of Interdisciplinary Social Studies 28 (April 10, 2023): 69–80. https://doi.org/10.5281/zenodo.7814507.
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In this study, it was aimed to explain the lower hat thinking technique in a theoretical framework. In this context, studies on the lower hat thinking technique were examined and theoretical results were obtained. The six thinking hats technique helps students avoid logical and emotional dilemmas when faced with various situations, enrich their thinking with secondary thoughts in critical situations, broaden their horizons and make better decisions. More importantly, students can play six different characters represented by six different colored hats and corresponding roles. The six hat thinking technique has several advantages. Among these advantages, it can be considered that it is easier to teach because it is easy in terms of applicability. In addition, the six hats of thinking technique provides six different thinking angles, allowing to distinguish different views and thoughts and to think multi-dimensionally. In addition, it prevents the ego from being in the foreground while thinking, guides creative thinking, provides the opportunity to cooperate for the parties to make constructive discoveries, and prevents the discussions from getting shallow and preventing them from becoming secret. Finally, it can be said that it facilitates the decision-making process. While the six hats thinking technique has advantages, it also has several disadvantages. Among these disadvantages, it can be said that it will cause confusion when applied in crowded classrooms. The confusion experienced may cause a decrease in the learning rate of learning in the learning environment. In addition, the possibility that it is difficult for the participants to adopt the roles represented by the colors of the six-hat thinking technique can be shown among the disadvantages of the six-hats technique. In addition to the above-mentioned situations, the teacher's guiding skills should be in good condition during the application of this technique. Otherwise, the application process of the technique may fail.
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Dr., P. S. Aithal, T. Shailashree V., and P. M. Suresh Kumar Dr. "FACTORS & ELEMENTAL ANALYSIS OF SIX THINKING HATS TECHNIQUE USING ABCD FRAMEWORK." International Journal of Advanced Trends in Engineering and Technology 1, no. 1 (2017): 85–95. https://doi.org/10.5281/zenodo.240259.
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De Bono's Six Thinking Hats technique suggests different types of thinking corresponding to six thinking roles for the analyst, associated with hats of six different colors. The technique correlates different thinking styles used in a systematic problem solving procedure with different coloured hats. Alternately, by conceptualizing each type of hat, the person focuses on the style of thinking associated with each colour so that the problem can be analysed from different angles and frame of references. This method supports lateral thinking possibilities and new outcomes during problem solving session so that the optimum solution can be found out. In this paper, we have analysed six thinking hat technique using our ABCD analysis framework. ABCD analysing technique refers to examining a system, model, or concept through focussing on its advantages, benefits, constraints, disadvantages by narrowing to determinant factors, key factors, and critical constituent elements. Determinant factors form the overall frame of reference while key factors represent the dimensions on which its advantages, benefits, constraints and disadvantages are reflected. We have presented the factor and elemental analysis of Six thinking hat technique using CCE approach through ABCD analysing framework. Critical Constituent Elements (CCE) are elements which are critical to the success of the advantages, benefits, constraints, and disadvantages.
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Setyaningtyas, Eunice Widyanti, and Elvira Hoesein Radia. "Six Thinking Hats Method for Developing Critical Thinking Skills." Journal of Educational Science and Technology (EST) 5, no. 1 (2019): 82. http://dx.doi.org/10.26858/est.v5i1.8243.
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The purpose of this research is to assist the student teachers in their final year to think critically in analyzing the lesson plan document in the Kurikulum 2013 framework using the Six Thinking Hats method as a tool. This tool has visual imagery similar to colorful hats, with a specific point of view. The white hat acts as an information source, black hat identifies threats, the red hat represents emotion and intuition, the yellow hat identifies support and strength, the green hat stimulates creative ideas, and the blue hat becomes the leader of the discussion. This is a one-group post-test only experiment. The data is analyzed descriptively and interpreted qualitatively. The instrument is rubrics for analysis, also documentation and interview. The result shows that the average of the analysis scored 27,5 (out of 57) in a "moderate" level. This means students give short analysis with less-detailed description and the reasoning is less clear. The order from the lowest to the highest score is: yellow (scored 1,1)- white (1,2)-green (1,3)-red (1,5)-black (2,0). Although the result is still in the middle level, it still can be seen that this method is very potential to assist students to think critically, with a step by step development.
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Pradeep, Kumar Rangi, and Aithal P.S. "Academic Institutions Risk Decisions using Six Thinking Hats Based Analysis." International Journal of Case Studies in Business, IT, and Education (IJCSBE) 4, no. 2 (2021): 270–79. https://doi.org/10.5281/zenodo.4427258.
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Today, almost everyone faces extraordinary health, social, and economic risk due to the COVID-19 pandemic. As for all industries, academic institutions face unprecedente challenges and are witnessing the change in short-and long-term risk profile due to COVID- 19, e.g., enhanced information and cybersecurity risk due to the adoption of new collaboratio tools, deterioration in the effectiveness of traditional fraud risk mitigants as enrollment and document verifications over email, and increased risk of financial viability. In addition to having a robust risk management framework, it is critical for the institutions to carefully recognize and mitigate these emerging risks, which may have long-term implications on the institution's academic performance and perpetuity. Educational institutions, therefore, must adopt a broad spectrum of thinking methods that allow a practical framework for risk decisions and provide a strong foundation for academic institutions to function and enforce strategies both throughout and after the COVID-19 period. With the help of an example, this paper explores how "Six Thinking Hats" may serve as a decision aid and facilitate the risk decisions in an academic institution around risk appetite, risk identification, risk assessment, control design, and risk monitoring. The "Six Thinking Hats" or colors are all about gaining direction, i.e., what can happen (threat and opportunities; effect and probability) and not merely about explaining the event, what is or what has happened. Risk management being forward-looking, this is a significant risk decision consideration. The paper also analyzes the "Six Thinking Hats" method using the ABCD analysis framework as a research case study.
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Linda, Oktaviani, Yandi Aulia Ullu, Murdiono Mukhamad, and Suharno Suharno. "Strengthening the critical thinking skill through the six-hat thinking model in pancasila education." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1272–78. https://doi.org/10.11591/edulearn.v18i4.21202.
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This study aims to provide a comprehensive analysis of the implementation of Pancasila learning with the goal of improving critical thinking skills through the application of the six thinking hats model. The research adopts a descriptive approach utilizing qualitative methods. The study was conducted at the Faculty of Engineering, Universitas Negeri Yogyakarta. The participants were selected using purposive techniques based on specific criteria and considerations to ensure the collection of targeted information. Specifically, the research focused on students enrolled in the Manufacturing Engineering Class D. Data collection for this study involved the use of observation, interviews, and documentation techniques. To ensure data validity, triangulation techniques were employed by the researchers. Data analysis followed an interactive model based on the framework developed by Miles and Huberman, encompassing data reduction, data presentation, and conclusion drawing. The six thinking hats learning model significantly improved students' critical thinking skills and character values. This approach enables students to approach problems from multiple perspectives, becoming more responsive to social issues and navigating real-world challenges. These fosters heightened awareness of societal matters, enabling students to contribute meaningfully to social progress.
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Oktaviani, Linda, Ullu Yandi Aulia, Mukhamad Murdiono, and Suharno Suharno. "Strengthening the critical thinking skill through the six-hat thinking model in pancasila education." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1272–78. http://dx.doi.org/10.11591/edulearn.v18i4.21202.
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This study aims to provide a comprehensive analysis of the implementation of Pancasila learning with the goal of improving critical thinking skills through the application of the six thinking hats model. The research adopts a descriptive approach utilizing qualitative methods. The study was conducted at the Faculty of Engineering, Universitas Negeri Yogyakarta. The participants were selected using purposive techniques based on specific criteria and considerations to ensure the collection of targeted information. Specifically, the research focused on students enrolled in the Manufacturing Engineering Class D. Data collection for this study involved the use of observation, interviews, and documentation techniques. To ensure data validity, triangulation techniques were employed by the researchers. Data analysis followed an interactive model based on the framework developed by Miles and Huberman, encompassing data reduction, data presentation, and conclusion drawing. The six thinking hats learning model significantly improved students' critical thinking skills and character values. This approach enables students to approach problems from multiple perspectives, becoming more responsive to social issues and navigating real-world challenges. These fosters heightened awareness of societal matters, enabling students to contribute meaningfully to social progress.
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Kapsali, Despoina. "Teaching local history with the use of De Bono’s Six Thinking Hats, brainstorming; and role play in primary school, multicultural classes- an example of application in Greek school." International Journal of Educational Innovation and Research 2, no. 1 (2023): 23–27. http://dx.doi.org/10.31949/ijeir.v2i1.3070.
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Τhis study presents an example of an intercultural teaching practice of cultivating of critical thinking and intercultural/ historical literacy in the context of local history learning. The practice was created by the author in the framework of the European eTwinning project “The young time travelers of history” (which was awarded with the Greek National Quality Label and the European one) and was presented as an example of good practice in teacher seminars at the local level. This practice combines a simplified form of De Bono’s Six Thinking Hats with role-playing and brainstorming and emerged from the study of the social-historical background of a primary school multicultural class in which was implemented. Finally, this specific study aims to be an example for the creation of other innovative, alternative teaching practices in local history learning.
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Yunus, Doğan, Cebenay Merve, and Yaman Mehmet. "Effect of the use of six thinking hats technique in education on academic achievement: A mixed-meta method research." i-manager's Journal of Educational Technology 19, no. 4 (2023): 59. http://dx.doi.org/10.26634/jet.19.4.19364.
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As the world rapidly changes and develops, students are finding it increasingly difficult to achieve their goals. In this era where traditional education methods are being scrutinized for their impact on academic success, educators are exploring various teaching techniques to improve academic outcomes. The Six Thinking Hats Technique (STHT) is one of the teaching techniques. The study aims to examine the effects of STHT applications on the academic achievement of students through mixed-meta method. Meta-analysis is used for this purpose, which provides the analysis of quantitative data, and meta-thematic analysis, which provides the analysis of qualitative data, within the framework of the mixedmeta method. Quantitative data within the scope of meta-analysis were analyzed with the CMA and MetaWin programs. As a result of the analysis, the effect size was found to be g=1.071, which means a large degree of effect. This finding indicates that STHT applications have a significant positive effect on academic achievement. In the meta-thematic analysis process, the data were analyzed through the Maxqda program, and various codes were created in the context of the positive aspects of STHT. Several codes were identified, including the improvement of expressive skills, the acquisition of speaking skills while following social etiquette, the ability to articulate emotions, thoughts, dreams, impressions, and experiences, the opportunity to utilize debate and other discussion techniques, and the enhancement of communication abilities.
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Csillag, João Mário. "Six thinking hats." Revista de Administração de Empresas 28, no. 1 (1988): 59–60. http://dx.doi.org/10.1590/s0034-75901988000100011.
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Lakshmi, B. R. "Book-Six Thinking Hats." Adarsh Journal of Management Research 10, no. 1 (2017): 80. http://dx.doi.org/10.21095/ajmr/2017/v10/i1/115203.
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Ms, Tina Bhattacharjee. "Six Thinking Hats- How relevant is it in a Geography Classroom." International Journal of Advance and Applied Research 4, no. 19 (2023): 161–64. https://doi.org/10.5281/zenodo.8134504.
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De Bono’s Six Thinking Hats is based on the various types of thinking like convergent and divergent, reflective and parallel, and each of his six thinking hats facilitate a certain type of thinking skill. Not just in the education sector, the six thinking hats have been a strategy in management as well. This article explores the possibilities of using different hats to trigger various thinking processes.
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Labelle, Sylvie. "Six Thinking Hats, a summary." Revue internationale animation, territoires et pratiques socioculturelles, no. 14 (July 18, 2018): 89–94. http://dx.doi.org/10.55765/atps.i14.107.
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Goel, Sonu. "Book Review: Six thinking hats." Journal of Health Management 14, no. 1 (2012): 76–77. http://dx.doi.org/10.1177/097206341101400108.
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Dr., P. S. Aithal, and P. M. Suresh Kumar Dr. "USING SIX THINKING HATS AS A TOOL FOR LATERAL THINKING IN ORGANIZATIONAL PROBLEM SOLVING." International Journal of Engineering Research and Modern Education 1, no. 2 (2016): 225–34. https://doi.org/10.5281/zenodo.198724.
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<em>Six thinking hats is recently introduced technique which outlines different thinking styles required by an individual while analysing a given problem in an effective way. </em><em>The technique correlates different thinking styles used in a systematic problem-solving procedure with different coloured hats. Alternately, by conceptualizing each type of hat, the person focuses on the style of thinking associated with each colour so that the problem can be analysed from different angles and frame of references. This method supports lateral thinking possibilities and new outcomes during problem-solving session so that the optimum solution can be found out. In this paper, we have discussed how to adopt six thinking hats technique in organizational problem-solving process. Each of the six thinking hats may also be conceived to be an independent entity in the thinking process and such attributes contribute to predominant personality trait distinguishable with various categories of persons. Such for instance, are </em><em>thinking styles associated with typical </em><em>administrators, religious leaders, politicians, scientists, </em><em>and </em><em>managers</em><em>.</em><em> The importance of six thinking hats technique in individual and group thinking in solving organizational problems is discussed. The paper also contains the attitudinal relationship in decision making using six thinking hat technique, personality types associated with thinking hats process, and use of this technique in organizational problem solving methods. </em>
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Bosanac, Maja, and Radovan Grandić. "Educational implications of 'six thinking hats'." Zbornik radova Pedagoskog fakulteta, Uzice, no. 22 (2020): 11–24. http://dx.doi.org/10.5937/zrpfu2022011b.
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Modern education is increasingly linked to market principles. On the one hand, proponents of this approach emphasize the need to develop an entrepreneurial mindset, while critics point out that this approach neglects the humanistic dimension of education. The goal of the paper is to set up a "six thinking hats" learning model as a way to encourage the development of creative thinking. Although its primary use is in non-formal education (creative training and interactive workshops), this model also has its application within the academic community. Within formal education, the authors advocate the possibility to widespread the application of this model, technique, or role-playing game as it is called by different authors, which points to the pluralism of approaches. Also, the analysis of the studied literature revealed the application of the model at different levels of education. In conclusion, it is stated that although it is not a conventional and widely accepted model, it can be a good way to foster creative and entrepreneurial thinking. The application of this model is recommended for teachers who find the traditional approach to teaching rigid and who are ready for changes that involve a more active pupil/student role.
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Liu, Yiju T., Shahriar Zehtabchi, and Andrew S. Liteplo. "Ultrasound and the Six Thinking Hats." Academic Emergency Medicine 21, no. 8 (2014): 920–21. http://dx.doi.org/10.1111/acem.12438.
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Gencel, Ufuk, and Ilke Evin Gencel. "Teaching Tax Law: Undergraduates’ Thoughts Regarding the Implementation of Six Thinking Hats Technique." International Journal of Financial Research 9, no. 2 (2018): 31. http://dx.doi.org/10.5430/ijfr.v9n2p31.
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In learner-centered education, learners are expected not to imitate the knowledge as it is, but to reconstruct it through different perspectives. In this process, creativity is an important factor. In this regard, Six Thinking Hats is a technique suiting constructivist learning, developing multi-perspective thinking, and also supporting decision-making and production skills of students. The aim of the study was to examine opinions of the undergraduates who study faculty of economics and administrative science, regarding the implementation of six thinking hats technique in Tax Law Course. The data was gathered through semi structured interviews, and was analyzed through content-analysis. The participants were generally seen to hold positive thoughts regarding the Six Thinking Hats technique.
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Karmakar, Payel, and K. N. Chattopadhyay. "Six Thinking Hats: A Educational Technique to Enhance Cognitive Abilities in Education." Asian Journal of Education and Social Studies 50, no. 1 (2024): 167–73. http://dx.doi.org/10.9734/ajess/2024/v50i11247.
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Cognition is a fundamental human capacity that can be enhanced via deliberate effort and focused attention. Periodically, different educational bodies and policies acknowledge the significance of fostering critical thinking skills among pupils. The NEP 2020 also prioritizes cultivating students' innovative capacities and more significant intellectual potential through education. The primary objective of this study is to present a distinctive teaching approach that facilitates the development of advanced cognitive abilities, such as parallel thinking, lateral thinking, innovative thinking, and analytical thinking among students. The Six Thinking Hats concept, developed by Edward De Bono, provides a pragmatic approach to implementing diverse tasks. Using six metaphorical hats of varying colors, one can investigate a variety of cognitive talents in a straightforward, interesting, and effective manner. Another essential objective of this method is to guide the cognitive process into six distinct domains, individually promoting and improving concentrated thought. It enables individuals to examine issues, choices, alternatives, and opportunities in a structured, precise, and analytical manner. The Six Thinking Hats technique is commonly employed in the corporate management sector due to its effectiveness in addressing conflicts and identifying the best options. Promoting outstanding thinking, collaboration, and interaction offers multiple benefits for pupils, educators, and administrators. This study thoroughly analyzes the Six Thinking Hats technique and its advantages in a learning environment.
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Protopopova, Irina N., and Nadezhda A. Sytina. "Six Thinking Hats method as a means of functional literacy development." Sovremennye issledovaniya sotsialnykh problem 7, no. 1 (2025): 106. https://doi.org/10.12731/2077-1770-2025-17-1-500.
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Background. The use of the 6 thinking hats method in a foreign language class as a means to develop functional literacy and universal training activities, which advance metasubject and personal results of learning, is presented in the article. The basic skills of the twenty-first century education are considered. Different approaches to understanding concepts such as “method” and “means” are analyzed and described. Various groups of methods for searching new ideas are distinguished, the type of the method is determined, as well as the method’s features and purposes of its application are defined in the article. The method was implemented in learning process in class activities on German language practical course. Based on the results of the conducted study and practical experiences of the method, it may be concluded that it is useful to use the 6 thinking hats method at a reflection stage of the training material content, as one of the technologies to develop competences (4 Cs), required to promote functional literacy. Relevance. The study looks into the issue of necessity to develop functional literacy in Russia, actively using critical and creative thinking in a foreign language class. The purpose of the study is to describe method 6 thinking hats and determine how “4C” competences (communication, command work, creativity and critical thinking) as components of functional literacy and way of developing universal training actions, are formed. Results. The 6 thinking hats method develops communicative skills, contributes to forming competences needed to work in a command, encourages critical and creative thinking, has been tested in a foreign language class. Practical implications. The 6 thinking hats method can be used as a means to develop functional literacy in a foreign language class in school as well high school education.
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Mukhibbah, Tefanya Laili, and Endang Mastuti Rahayu. "The Six Thinking Hats (STH) Strategy to Improve Students’ Speaking Achievement in Merdeka Curriculum." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 11, no. 1 (2024): 108. http://dx.doi.org/10.33394/jo-elt.v11i1.11275.
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The purpose of this study was to illustrate how the use of six thinking hats strategy to improve students' speaking achievement in Merdeka curriculum. Many students had difficulties speaking English because lacking self-confidence, lacked practice, and teacher not used learning strategies to attract students to learn to speak. In the Merdeka curriculum era, teacher must choose appropriate learning strategies for teaching speaking. One type of strategy was the six thinking hats strategy, because it could be interesting and encourage students to learn or practice speaking. This study was classroom action research. The research subject was the 10th grade of students at SMA 5 Wachid Hasyim Surabaya. Which consisted of 36 students. In this research, researchers used subjective tests, observation sheets, and questionnaires to collect data which were analyzed quantitative and descriptive qualitative. The results of the subjective test was 36 students got a score of 14% in the pre-test, 64% in cycle 1, 86% in cycle 2, these results showed that the students were able to improve their speaking achievement. The results of observational showed that six thinking hats was strategy used in learning to make students active. The results of the questionnaire showed that 50% of students agree with the six thinking hats strategy was an effective strategy for improving students' speaking achievement. The conclusion was that six thinking hats strategy can be used in teaching speaking, because students were more active in practicing speaking, fun and was a successful strategy to improving speaking achievement.
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Sreeramana, Aithal, and Kumar P. M. Suresh. "Ideal Analysis for Decision Making in Critical Situations through Six Thinking Hats Method." International Journal of Applied Engineering and Management Letters (IJAEML) 1, no. 2 (2017): 1–9. https://doi.org/10.5281/zenodo.838378.
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Six thinking hats is a recently introduced technique which outlines different thinking styles associated with analysing a given problem in an effective way. Six hats correspond to six different thinking styles used in a systematic problem solving procedure with different approaches. Alternately, by conceptualizing each type of hat with a different colour, the person focuses on the predominant style of thinking associated with each colour so that the problem can be analysed from different angles or frame of references. This method supports lateral thinking possibilities and enables new outcomes during problem solving sessions so that the optimum solution can be reached. Each type of hat generates plenty of solutions to any situation/problem based on neutral quantitative judgement, humanistic thinking, optimistic, creative, negative or managerial thinking and choosing the best solution among each possibility is the first stage. The best solution thus chosen gives a set of optimum solutions. The best out of all these optimum solutions is the ideal solution. In this paper, we have tried to examine how six thinking hats technique could be used in the ideal analysis for decision making in critical situations.
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Patre, Smruti. "Six Thinking Hats Approach to HR Analytics." South Asian Journal of Human Resources Management 3, no. 2 (2016): 191–99. http://dx.doi.org/10.1177/2322093716678316.
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Historically, the human resources (HR) function and functionaries have struggled to establish their credibility and value in the eyes of key stakeholders, including the top management and line managers. Arguably, one of the reasons for this struggle for acceptance is their inability to present data-driven, business-oriented proposals, requiring urgent attention to elevate the analytical capability of the HR function. This paper focuses on the role and significance of HR analytics to organizations through a Six Thinking Hats approach. It presents a holistic understanding of HR analytics encompassing the concept, benefits, limitations, and likely solutions.
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Dahlia, Dahlia, Iskandar Iskandar, and Maemuna Muhayyang. "Students' Descriptive Writing Ability Improvement through Six Thinking Hats Strategy." ARRUS Journal of Social Sciences and Humanities 4, no. 3 (2024): 291–99. http://dx.doi.org/10.35877/soshum2510.
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This research aims to find out whether or not the use of the six thinking hats strategy improves the students’ writing ability. It was conducted by using quantitative research with a quasi-experimental research design. Its’ population was the ninth-grade students of SMP Negeri 1 Tinambung randomly taken as the sample consisting of 46 students for both the experiment and control class. The research data were obtained by giving descriptive writing tests in the form of pre-and post-test to see the effect of the six thinking hats strategy on the students’ writing improvement and its results were analyzed using the SPSS program. The data analysis resulted that the six thinking hats strategy significantly improved the writing ability of ninth-grade students proved by the mean score of the students’ pre-test in which the experimental class was 44.96 and the control class was 47.39; the mean score of students’ post-test in which the experimental class was 83.26 and the control class was 62.91; the Sig (2 tailed) value is 0.000 < 0.05 meaning that H0 was rejected and H1 was accepted. These findings conclude that the six thinking hats strategy was able to be used to effectively improve the students’ descriptive writing text.
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Payette, Patty, and Brian Barnes. "Teaching for Critical Thinking: Edward de Bono's Six Thinking Hats." National Teaching & Learning Forum 26, no. 3 (2017): 8–10. http://dx.doi.org/10.1002/ntlf.30110.
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Zahran, Faten A. "Improving ESP University Students’ Writing Skills and Academic Flow: A Six Thinking Hats Blended Learning Program Based Moodle." International Journal of Research in Education and Science 10, no. 4 (2024): 721–35. http://dx.doi.org/10.46328/ijres.3479.
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This study explored the impact of Six Thinking Hats blended learning program-based Moodle on ESP university students' writing skills and academic flow. Four instruments -designed by the researcher- that included: (a writing skills checklist, a writing skills test, a writing scoring rubric, and an academic flow scale) were used for collecting data. The research adopted the quasi-experimental design using two groups: an experimental group (n = 33), and a control one (n = 33). The researcher taught both groups: the experimental group was taught using Six Thinking Hats blended learning program-based Moodle. In contrast, the control group was taught through the regular teaching method. Research results revealed statistically significant differences between the mean scores of the experimental and the control group students in the writing skills tests and the academic flow scale in favor of the experimental group. Besides, the effect size of the six thinking hats blended learning program-based Moodle was high.
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Swamy, Bala Chatta, Mohammad Imdadul Haque, Venugopal Koppada, and Nannapaneni Siva Kumar. "The Effect of Conducting De Bono’s Six Thinking Hats Activity on Developing Paragraph Writing Skills of University Students in The Kingdom of Saudi Arabia." International Journal of English Linguistics 9, no. 6 (2019): 186. http://dx.doi.org/10.5539/ijel.v9n6p186.
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The purpose of the present study is to examine the effect of conducting De Bono&rsquo;s six thinking hats activity on developing the paragraph writing skills of university students. Two groups of students studying the course Technical Writing in Business (NAJM 167) of Prince Sattam Bin Abdulaziz University were chosen to achieve this objective. Pre- and post-tests were conducted for both the groups to determine the difference in their mean scores. Both the groups were given the task of writing a paragraph as a pre-test before conducting the activity. Then, in the experiment section, six thinking hats activity was conducted six times, each time changing the hat color of the groups. As the students had class for 100 minutes three times a week, the experimental group did the activity six times for two weeks. The control group was taught the textbook verbatim. The two groups were given the task of writing a paragraph again as a post-test. The paragraphs were evaluated. At 5% significance levels, two-tailed test was applied. The scores of the control group were much lower than the experimental group in the paragraph writing test. The statistics also showed significant differences between mean scores of the two groups. The results prove the effectiveness of six thinking hats activity in developing writing skills of university students. Therefore, the present study recommends that it is appropriate for EFL teachers in Saudi Arabia to make students do the six thinking hats activity along with other activities given in the textbook in order to improve their writing skills.
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Jozičić, Nataša. "SIX THINKING HATS METHOD FOR INTERPRETING FAIRY TALES." Journal of Educational Sciences Theory and Practice 17, no. 2 (2022): 70–77. http://dx.doi.org/10.46763/jespt22172070j.
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Dr., P. S. Aithal, and P. M. Suresh Kumar Dr. "LATERAL THINKING IN MANAGERIAL DECISION MAKING THROUGH SIX THINKING HATS TECHNIQUE." International Journal of Scientific Research and Modern Education 2, no. 1 (2017): 53–58. https://doi.org/10.5281/zenodo.438149.
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The importance of decision making in organizations need no emphasis. Organizations more than ever before are confronted with problems which require appropriate solutions at the appropriate time so much so that the manager is largely a decision maker than anything else. Although confronted with a lot of repercussions of a faulty decision, managers cannot ignore taking decisions. Different thinking approaches are adopted to analyse any given problem or situation. Originally developed for individual problem solving during counselling sessions, Six Thinking Hats is a lateral thinking method to analyse a concept, situation, or problem, idea or a model. This technique uses different thinking approaches required by an individual/group while analysing a given problem/situation in an effective way. In this model different thinking approaches are used in a systematic manner indicated bya different set of frame of references called coloured hats. By conceptualizing each type of hat, the manager focuses on the style of thinking associated with each colour so that the problem can be analysed from different angles and perspectives. In this paper, we have discussed how this technique can be used as a Tool for Lateral Thinking in Managerial Decision Making Process by integrating it with Decision Theory model.
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DILAFRUZ, JAMURODOVNA JURAEVA. "Use of The "Six Hat" Method when working on text analysis." Euro Afro Studies International Journal, (EASIJ.COM), 2, no. 2 (2020): 166–73. https://doi.org/10.5281/zenodo.4029547.
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The article covers a wide range of issues related to the development of oral and written speech in the process of working on the text of junior schoolchildren. The students were also told about the importance of developing problem-solving and critical thinking skills. The essence of the Six Hats methodology, developed by Edward de Bono, is revealed in developing students' parallel thinking skills. Using the Six Hats method, students are able to analyze the text in a comprehensive way. This develops students' ability to not only learn the content of a text, but also to express their attitude toward the text. <strong>Keywords:</strong> literature, text, analysis, method, hat, fact, emotion, preference, criticism, conclusion, creativity, thinking, reasoning, attitude, accuracy,
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Kaur, Mandeep. "Six Thinking Hats (STH): An Instructional Strategy to Develop Creative Thinking." Asian Man (The) - An International Journal 11, no. 2 (2017): 221. http://dx.doi.org/10.5958/0975-6884.2017.00038.x.
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Sohi, Kamalpreet Kaur, and Neha Singh. "What It Means to Put Your Thinking Hat on: Six Thinking Hats to Enhance Creativity." Asian Research Journal of Arts & Social Sciences 20, no. 2 (2023): 37–45. http://dx.doi.org/10.9734/arjass/2023/v20i2445.
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Aims: To assess the effect of ‘Six Thinking Hats’ training on creativity among adolescents.
 Study Design: Pre-post experimental control group design was used.
 Methodology: 200 participants were included (50 control group; 150 experimental group; age range 16-18 years) from different schools of Patiala and Sangrur using incidental sampling. The participants of the experimental group were given intervention over 4 weeks.
 Results: The results revealed that participants in the experimental group exhibited higher levels of creativity (M = 30.62) compared to the control group (M = 25.24). The intervention had a significant effect on creativity, as indicated by the statistically significant difference between the experimental and control groups [F (1, 198) = 42.11, P< .001].
 Conclusion: The ‘Six Thinking Hats’ training yielded a statistically significant enhancement in creativity among the participants in the experimental group.
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Badrujaman, Aip, Retty Filliani, and Ayu Herdiyani. "Pengaruh Metode The Six Thinking Hats Dalam Bimbingan Klasikal Untuk Meningkatkan Emotional Literacy." INSIGHT: JURNAL BIMBINGAN KONSELING 5, no. 2 (2016): 145. http://dx.doi.org/10.21009/insight.052.01.
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Penelitian ini bertujuan mengetahui pengaruh metode the six thinking hats dalam bimbingan klasikal untuk meningkatkan emotional literacy peserta didik kelas VII di SMP Dharma Putra Nusantara 86 Jakarta. Metode penelitian yang digunakan adalah eksperimen dengan pretestposttest control group design. Sampel penelitian ini populasinya berjumlah 60 orang. Pengumpulan data dilakukan dengan menggunakan instrumen yang dikembangkan melalui aspek-aspek emotional literacy yang dikemukakan Claude Steiner tahun 2003. Teknik analisis data untuk memperoleh gambaran emotional literacy menggunakan statistik deskriptif berupa persentase dan teknik analisis data untuk uji hipotesis membandingkan kedua rata-rata kelompok eksperimen dan kelompok kontrol. Hasil uji hipotesis dilakukan dengan membandingkan kedua rata-rata kelompok eksperimen dan kelompok kontrol. Rata-rata kelompok eksperimen meningkat sebesar 11% setelah dilakukan eksperimen, sedangkan pada kelompok kontrol meningkat 1%. Hasil penelitian menunjukkan bahwa peningkatan emotional literacy peserta didik yang mendapatkan bimbingan klasikal menggunakan metode the six thinking hats lebih tinggi dibandingkan peserta didik yang mendapatkan bimbingan klasikal menggunakan metode ceramah. Oleh sebab itu, peserta didik serta guru bimbingan dan konseling dapat memanfaatkan metode the six thinking hats yang digunakan dalam penelitian ini sebagai salah satu cara untuk meningkatkan emotional literacy peserta didik.
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P., S. Aithal, and Aithal Shubhrajyotsna. "The Changing Role of Higher Education in the Era of AI-based GPTs." International Journal of Case Studies in Business, IT, and Education (IJCSBE) 7, no. 2 (2023): 183–97. https://doi.org/10.5281/zenodo.7928026.
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<strong>Purpose:</strong> <em>Technology has become an increasingly important tool in solving social and economic problems. Advents in technology are changed many aspects in the education sector. Ubiquitous education technology offered an alternative way of providing education anytime, anywhere, and any amount of time thereby reducing both the cost and time spent on higher education. It also increases the quality of education and made it affordable to everyone. Currently, the use of AI-based GPYs changed the game further, and by providing ubiquitous global information, GPTs can change the higher education model further. In this paper, we have made an exploratory analysis on how AI-based GPTs are affecting the conventional model of education both offline & online.</em> <strong>Findings:</strong> <em>There is a paradigm shift in the focus of the objective of higher education. Earlier the focus was on learning skills by information identification, information collection, understanding, and applying to solve problems. Now after the availability of AI-based GPTs, the focus is shifted to the use of research skills like Information analysis, comparison, evaluation, interpretation, and creation /generation to identify new problems along with their optimum solution.</em> <strong>Originality/Value:</strong> <em>The paper compares the changing role of higher education from learning skill focus to research skill focus due to the advent and free availability of AI-based GPTs to HE stakeholders.</em> <strong>Type of Paper:</strong> <em>Exploratory study</em>.
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Patre, Smruti R. "Six Thinking Hats on “Continuous Feedback: The New Normal”." International Journal of Management Studies V, no. 4(1) (2018): 84. http://dx.doi.org/10.18843/ijms/v5i4(1)/12.
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Cioffi, Jane Marie. "Collaborative care: Using six thinking hats for decision making." International Journal of Nursing Practice 23, no. 6 (2017): e12593. http://dx.doi.org/10.1111/ijn.12593.
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Belkis, Özlem, and Yunus Emre Gümüş. "Examining usability of the six thinking hats technique in playwriting education: Turkey as a case study." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (2020): 147–68. http://dx.doi.org/10.14527/pegegog.2020.006.
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Efforts to define creativity have started in the 20th century, with the emergence and spread of psychology as a modern discipline. The relationship between creativity and art education is frequently researched globally in the last twenty years, but studies on the relationship between creativity and performing arts education are few in number. Researching the relationship between creativity and dramatic writing education in context of theoretical approaches and practical techniques could develop new ideas and practical tools to be used. The current study aims to examine the usability of the Six Thinking Hats Technique, which is a creative thinking practice, in playwriting education in Turkey. The method of the study is based on a review of available literature and a case study. First, the creativity concept and creative processes were examined; then the Six Thinking Hats Technique was adopted to be implemented in composing a play-text. The study groups consisted of eight sophomore dramatic writing students who have completed their third semester in a public university in Turkey. Lastly, the participant’s opinions were analyzed with a final test. The study concludes that the Six Thinking Hats Technique can be used in group studies, genre determination and final production in playwriting education in Turkey. This technique may also be used to develop new ideas and practice strategies in intra-class group activities during playwriting education.
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Wongsa, Suriwan, and Kanyarat Cojorn. "Enhancing the students’ problem-solving ability through situation-based learning with the six thinking hats technique." Journal of Advanced Sciences and Mathematics Education 4, no. 2 (2024): 95–112. https://doi.org/10.58524/jasme.v4i2.447.
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Background: Problem-solving ability is essential in learning, particularly in addressing complex situations that require multi-perspective analysis. Many students face difficulties in systematic thinking, leading to ineffective problem-solving. Enhancing this skill is crucial for overcoming daily challenges.Aims: This research aims to improve the problem-solving ability of Grade 11 students in Electrochemistry, targeting a minimum criterion of 70% proficiency, through the integration of Situation-Based Learning and the Six Thinking Hats technique.Methods: Employing action research, this study was conducted in three cycles with 31 Grade 11 students from Sarakhampittayakhom School, Thailand. Research instruments included: (1) lesson plans based on Situation-Based Learning and the Six Thinking Hats technique, (2) problem-solving ability tests, (3) observation sheets for problem-solving behaviors, and (4) student interview guides. Quantitative data were analyzed using averages and percentages, while qualitative data were evaluated through content analysis.Results: The findings indicate a significant improvement in students' problem-solving ability over the three cycles. In the first cycle, 13 students (41.94%) achieved the 70% criterion, increasing to 20 students (64.52%) in the second cycle, and 28 students (90.32%) in the third cycle. This progression highlights the effectiveness of the proposed technique in enhancing problem-solving skills by fostering independent thinking, exploring diverse perspectives, and evaluating solutions comprehensively.Conclusion: Students receiving Situation-Based learning with the Six Thinking Hats technique show increased problem-solving ability. Therefore, this approach can significantly enhance the problem-solving ability of the target group.
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Makatora, Dmytro A., Ruslan A. Kubanov, and Ivan M. Kopchuk. "Development and Managerial Decision-Making in an Architectural and Construction Company Based on the «Six Thinking Hats» Method." Business Inform 3, no. 566 (2025): 391–404. https://doi.org/10.32983/2222-4459-2025-3-391-404.
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The article explores the implementation of Edward de Bono’s “Six Thinking Hats” method in the managerial practice of architectural and construction companies, which enables a significant improvement in the decision-making process. The authors analyse the relevance of this approach in the context of the modern architectural and construction industry, which faces numerous challenges such as legislative changes, fluctuations in material prices, intense competition, and technological innovations. The “Six Thinking Hats” method provides a multifaceted approach to situation analysis, allowing managers to consider problems from different perspectives: facts, emotions, logic, creativity, and process-oriented thinking. This promotes the adoption of more balanced and effective decisions that take into account various aspects of projects, including financial, environmental, and social dimensions. The article details the role of each “hat”: the white hat focuses on collecting objective data; the yellow highlights potential benefits; the black identifies risks and drawbacks; the red addresses emotions and intuition; the green stimulates creativity; and the blue organizes the thinking process. Such a structured approach helps prevent conflicts and fosters constructive team discussions. The authors emphasize that the application of the “Six Thinking Hats” method enhances employee motivation, as each team member feels that their opinion matters. In turn, this fosters team spirit and innovation, as participants have more opportunities to express their ideas and suggestions. The article also presents practical recommendations for implementing the method in architectural and construction companies. These include conducting training sessions for staff, forming working groups, applying the method regularly in decision-making processes, and evaluating its effectiveness. Particular attention is given to creating a favourable organizational culture that supports the active participation of all team members in the management process. Overall, the authors conclude that Edward de Bono’s “Six Thinking Hats” method has considerable potential to enhance the effectiveness of management activities in architectural and construction companies. Its systemic approach, focused on addressing diverse aspects and stimulating creative thinking, can become a key success factor in today’s dynamic market environment. Implementing this method can contribute to increasing a company’s competitiveness, promoting innovation, and strengthening its position both nationally and internationally.
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Al Sulaiti, Feras, and Khaled Mifdy. "The Effect of the Strategies of Multiple-Intelligences and Six Hats Strategies and Problem Solving in the Development of Eighth Grader's Scientific Thinking Skills in Jordan." Journal of Educational and Psychological Studies [JEPS] 6, no. 1 (2012): 80–98. http://dx.doi.org/10.53543/jeps.vol6iss1pp80-98.
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This study aimed to reveal the impact of the strategies of multiple intelligences, problem solving, and the six hats on the development of scientific thinking skills among students in eighth grade in Jordan. The study took place in the first semester 2010-2011. The sample consisted of (217) students who were divided into three groups for boys and three for girls. The sample was a stratified random sample. The first group was taught according to the strategy of multiple intelligence, and the second group according to the strategy of problem-solving, while the third was taught according to the strategy of the six hats. Researchers prepared a test to measure the level of scientific thinking among members of the study. The instrument included five areas. The results of the study were: There were statistically significant differences between the average score of students who studied according to the six hats and the average score of students who studied according to the multiple intelligence, and problem solving in favor of the former group. Females outscored males (p ≤ .05) There was no significant interaction effect between teaching strategy and gender at (p ≤ 0.05).
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Al Sulaiti, Feras, and Khaled Mifdy. "The Effect of the Strategies of Multiple-Intelligences and Six Hats Strategies and Problem Solving in the Development of Eighth Grader's Scientific Thinking Skills in Jordan." Journal of Educational and Psychological Studies [JEPS] 6, no. 1 (2012): 80. http://dx.doi.org/10.24200/jeps.vol6iss1pp80-98.
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This study aimed to reveal the impact of the strategies of multiple intelligences, problem solving, and the six hats on the development of scientific thinking skills among students in eighth grade in Jordan. The study took place in the first semester 2010-2011. The sample consisted of (217) students who were divided into three groups for boys and three for girls. The sample was a stratified random sample. The first group was taught according to the strategy of multiple intelligence, and the second group according to the strategy of problem-solving, while the third was taught according to the strategy of the six hats. Researchers prepared a test to measure the level of scientific thinking among members of the study. The instrument included five areas. The results of the study were: There were statistically significant differences between the average score of students who studied according to the six hats and the average score of students who studied according to the multiple intelligence, and problem solving in favor of the former group. Females outscored males (p ≤ .05) There was no significant interaction effect between teaching strategy and gender at (p ≤ 0.05).
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Sreeramana, Aithal. "Integrating Theory A and Six Thinking Hats Technique for Improved Organizational Performance." International Journal of Applied Engineering and Management Letters (IJAEML) 1, no. 1 (2017): 66–77. https://doi.org/10.5281/zenodo.1045417.
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Various models are used in developing strategies to improve people’s performance in organizations. Such for example, are theory X, theory Y, and theory A. All these in common are based on presumptions about the human behaviour at work. Theory X and Y are opposing each other in predicting human nature. Theory A (Theory of Accountability) focuses on innate human potential, inherent urge for creativity, self-expression, and contribution to the organization as motivators. This is a winning strategy by collectively setting in motion a process of shared goals, divided responsibility, mutual inspiration and shared output. So much so managers have to transform average employee to real performers using role models and self-exploration. Accountability is assumed by both individuals and teams to ensure success in given task. The functional elements of Accountability Theory are Planning, Target setting, Motivation, Work Strategies, Responsibility, Role model, Monitoring & Guiding, and Accountability. This is indicative of a series of processes starting from Institutional assessment to problem identification and joint policy formulation; shared understanding through communication and action planning; Adoption of the idea and increased performance; Empowerment, support and teamwork; Commitment, consistency, and target fulfilment; Acknowledging example and willingness to improve; Joint review, self-appraisal, and confirmation of accomplishment; and Contribution through commitment and creativity. In all these stages lateral thinking through Six thinking hats opens up possibilities for objective and quantitative thinking, emotional thinking, negative pessimistic thinking, cautious optimistic thinking, creative innovative thinking and managerial thinking. In this paper, we have discussed how Theory A can be integrated with different types of thinking styles in any organization to improve its performance using six thinking hats model of lateral thinking.
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Mohammed, Ahmed Jasim. "The effectiveness of the six thinking hats strategy for teaching the curriculum and teaching methods course in developing creative thinking skills and achievement among students of the Faculty of Education at the University of Tikrit." مجلة الشرق الأوسط للعلوم التربوية والنفسية 4, no. 3 (2024): 53–45. http://dx.doi.org/10.56961/mejeps.v4i3.693.
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This study aims to determine the effectiveness of the six thinking hats teaching strategy and teaching methods in developing creative thinking skills, which include five skills (fluency, originality, flexibility, sensitivity to problems, elaboration or detail) and then propose a treatment plan. A semi-experimental method was used. The research sample was represented by third-year psychology students in the School of Education and divided into two groups. Each group included (15) male and female students, and the exploratory group included second-year students of the same major, a total of (30) students and one student. The six thinking hats strategy was used for teaching, and the psychology students in the control and control groups were tested before and after the measurement. The mean score of the experimental group students in the pre-test was (70.07) with a standard deviation of (4.65), while the overall mean score of the experimental group students was (112.67) and (112.67). The standard deviation is (5.84), and the (T) test showed a significant difference (T = -22.1), and the significance level is 0.05, which is statistically significant. The study also showed that the mean score of the students in the experimental group for the pre-test was (48.53) with a standard deviation of (6.52) and the (T-test showed a difference in favour of the post-test as compared to the pre-test. -The measurement of the experimental group emphasized the effectiveness of applying the six thinking hats strategy and its importance in university education.
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Alexiou, Aikaterini, Sofia Mysirlaki, Aikaterini-Maria Souki, et al. "The Development of Creative Thinking through Six Thinking Hats and Web 2.0 Technologies." International Journal of Technologies in Learning 21, no. 2 (2015): 15–28. http://dx.doi.org/10.18848/2327-0144/cgp/v22i02/49161.
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Lidiawati, Citra. "PENGARUH METODE THE SIX THINKING HATS TERHADAP KEAKTIFAN BELAJAR SISWA PADA MATA PELAJARAN PKn KELAS XI SMA NEGERI 4 KAYUAGUNG KABUPATEN OGAN KOMERING ILIR SUMATERA SELATAN." JURNAL PARADIGMA : Journal of Sociology Research and Education 2, no. 1 (2021): 91–98. http://dx.doi.org/10.53682/jpjsre.v2i1.920.
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The problem in this study is is there any effect of the six thinking hats method on student learning activeness in Civics Class XI subjects at Kayuagung State High School 4 Ogan Komering Ilir Sumatera Selatan. District. The purpose is to find out whether there is an influence of the six thinking hats method on the activity of students in PPKn subjects. The method used was a quasi-experiment. As a test data collection technique used is the observation sheet. The data analysis technique used is the calculation of the t-test using SPSS 22. The results of this study indicate that there are differences in the results of the activity test between the experimental class and the control class. The average value of the initial test of the activity of the experimental class students 51.25 and the final test 84.00. The average value of the initial control class 51.41 and the final test 70.84. The results of data analysis showed that the average learning outcomes of the experimental class were greater than the control class, namely 70.53> 57.61. Based on the results of the first analysis shows that tcount (7,566) is higher than ttable (1,669) with a degree of validity 62 (df 62) at the level of significance of probability below 0.05 or 0,000 <0.05. This means that H0 is rejected, and Ha is accepted. In other words, the six thinking hats method has a positive influence on student learning activeness in PPKn subjects.
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Rohovyi, Yu, O. Bilo’okiy, and V. Bilo’okiy. "THE ROLE OF CRITICAL THINKING IN IMPROVING THE TEACHING OF FUNDAMENTAL THEORETICAL AND CLINICAL DISCIPLINES." Bukovinian Medical Herald 27, no. 1 (105) (2023): 85–89. http://dx.doi.org/10.24061/2413-0737.27.1.105.2023.15.
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Relevance. It is known that critical thinking is a system of judgments, which is used to analyze facts, phenomena, events and draw reasonable conclusions. Critical thinking allows you to formulate assessments, interpretations, correctly apply the obtained results to situations and problems. Critical thinking is learning the ability to reason. Critical thinking is thinking about thinking, when a person reflects in order to improve their thinking.Objective. Defend the point of view that the introduction of critical thinking technologies into the educational process will contribute to the improvement of the training of specialists in the medical field with a significant enhancement in the quality of teaching fundamental theoretical and clinical disciplines.Material and methods. We analyzed the improvement of the quality of teaching of fundamental theoretical and clinical disciplines with the help of the introduction of critical thinking technologies: lotus flower, Edward de Bono's six hats, fishbone, brainstorming, intellectual maps.Results. Proposed technologies of critical thinking "Lotus flower" is a technique that involves finding a solution to a problem in eight directions, develops creative abilities of students; brainstorming - an operational method of problem solving based on stimulating the creative activity of students; the "fishbone" technique in the "head" of the skeleton students mark the problem under consideration, on the upper bones the causes of the problem under study are noted, on the lower bones during the reading they write facts that confirm the existence of the stated reasons, in the "tail" there is a conclusion on the researched issue; intelligence maps (mind maps, mental maps, "mind maps", memory maps) - a way of visual presentation of any structured information, a form of graphic expression; Edward de Bono's six thinking hats - the idea of parallel thinking: constructive thinking in which different points of view and approaches do not collide, but coexist, a simple and practical way of dividing the thinking process into six different modes, each of which is represented by a metaphorical hat of a certain color.Conclusions. The application of critical thinking technologies: the lotus flower, Edward de Bono's six hats, fishbone, brainstorming, intellectual maps allows to improve the quality of education using the integrative approach of pathophysiology, which will make it possible to effectively implement a competent approach and contribute to the formation of awareness of the practical activity of a doctor.
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Chotimah, Umi, and Edwin Nurdiansyah. "Meningkatkan high order thinking skills mahasiswa semester III PPKn dalam pembelajaran Psikologi Sosial melalui penerapan metode six thinking hats." Jurnal Civics: Media Kajian Kewarganegaraan 14, no. 1 (2017): 63–74. http://dx.doi.org/10.21831/civics.v14i1.14563.
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This study was aimed at increasing High Order Thinking Skills (HOTS) of third semester Citizenship Education (CE) students in Social Psychology of Learning course through the application of Six Thinking Hats Method (STH). This research was conducted using the method of classroom action research, which were carried out by two cycles, with the subject of the study were all students of the third semester CE study program class who participated in the course of Educational Psychology. Based on the analysis and discussion, it can be concluded that through the application of Six Thinking Hats method can increase (HOTS). This was evident from the increase in test scores that have been designed to measure students' critical thinking skills, where achievement test scores in the moments before the implementation of learning using STH method only in the range of 46.0, then after the first cycle increased to 53.9 and at the end of the second cycle increased to 69.8, meaning increased 23.9 points. Furthermore, the observation also showed improvement in the students’ ways of thinking, indicated by the students began to be able to think critically after the learning process in the classroom using the STH.
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Gürsoy, Esim, and Eda Nur Özcan. "Using six thinking hats to raise intercultural awareness: A pre-experimental study." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 37 (January 21, 2022): 259–74. http://dx.doi.org/10.30827/portalin.vi37.20771.
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Due to the increased mobility of the world population driven by technology, people in today's world are interacting more than ever. Globalization reveals the need for intercultural awareness. Therefore, this study aims to raise the intercultural awareness of EFL learners, aged between 12 and 13 through the use of Six Thinking Hats model with several modifications and presents an alternative way for the original model proposed by Edward De Bono. A purposive sampling method was used to select participants assumed to have less intercultural awareness as a result of the pretest. For close and immerse observation, one group pretest-posttest design was preferred. To track the differences and similarities that occurred in the behaviors of participants during the treatment; qualitative data were collected and analyzed with the use of the constant comparison method. The findings suggested that the modified version of Six Thinking Hats model showed effects on participants’ attitudes. Participants' approach to culture-based issues switches from personal judgments to questioning and understanding.
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Dhanapal, Saroja, and Khoo Tabitha Wern Ling. "Six Thinking Hats: A Study to Understand the Reasons and Extent of their Application in the English Language Classroom." Journal of English Language and Literature 1, no. 3 (2014): 82–92. http://dx.doi.org/10.17722/jell.v1i3.22.
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A qualitative case study was carried out in a school that encourages the application of the Six Thinking Hats (STH) to understand the reasons and extent of their application in the English Language classroom. The purpose of this study is to fill the gap in the literature in this area with the view to help situate the factors affecting the STH application. Research methods applied in the research include interview as well as the distribution, collection and data analysis of both teachers and students’ survey questionnaires, using systematic and convenience sampling methods. From these, the factors affecting the application of the Six Thinking Hats in the English Language classroom was identified. Moreover, the extent to which the STH are implemented at different levels of education were found to conform with the factors of the STH application. Responses regarding the use of the Six Hats were generally positive but varied mainly according to teachers’ personal educational beliefs as well as students’ language competency levels and thinking skills. In order to increase the effectiveness of the STH application in all classes, beginning from the early levels of education, implications include a whole-school approach to create awareness and to encourage implementation. Positive implications of applying the STH is found to be related to its practicality and further recommendations as to how the STH may be applied in various classes to maximize learning outcomes by directing learners to think independently from an early age are made. Finally, areas which this study may be used for future research are also suggested.
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Manesis, Nikolaos, Natasha Chatzidaki, and Marios Gialamas. "Applying De Bono’s six thinking hats for an anti-bullying program." Journal of Education and Learning (EduLearn) 16, no. 4 (2022): 440–47. http://dx.doi.org/10.11591/edulearn.v16i4.20545.
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Bullying among school children is a complex problem that requires a multifaceted approach. De Bono’s six thinking hats technique can help effectively approach the issue of bullying. The innovation of this scenario lies in the fact that it uses De Bono’s technique to deal with bullying at school. In this way, students can gain a holistic knowledge and promote creative and critical thinking in addressing an issue by considering multiple points of view. The purpose of the paper is to present and highlight one more tool, a teaching scenario that uses De Bono’s technique to address the issue of bullying at school. The scenario was implemented in 6th grade students the school year 2021-2022 to develop skills and examine if their attitudes about bullying can be changed. Finally, the students, as they wrote in their evaluation, changed their behavior, reflected, and discussed the problem of bullying and proposed solutions.
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Nikolaos, Manesis, Chatzidaki Natasha, and Gialamas Marios. "Applying De Bono's six thinking hats for an anti-bullying program." Journal of Education and Learning (EduLearn) 16, no. 4 (2022): 440–47. https://doi.org/10.11591/edulearn.v16i4.20545.
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Bullying among school children is a complex problem that requires a multifaceted approach. De Bono’s six thinking hats technique can help effectively approach the issue of bullying. The innovation of this scenario lies in the fact that it uses De Bono’s technique to deal with bullying at school. In this way, students can gain a holistic knowledge and promote creative and critical thinking in addressing an issue by considering multiple points of view. The purpose of the paper is to present and highlight one more tool, a teaching scenario that uses De Bono’s technique to address the issue of bullying at school. The scenario was implemented in 6th grade students the school year 2021-2022 to develop skills and examine if their attitudes about bullying can be changed. Finally, the students, as they wrote in their evaluation, changed their behavior, reflected, and discussed the problem of bullying and proposed solutions.