The Effect of Six Thinking Hats on Student Success in Teaching Subjects Related to Sustainable Development in Geography Classes

By Kaya, Mehmet Fatih | Kuram ve Uygulamada Egitim Bilimleri, Spring 2013 | Go to article overview

The Effect of Six Thinking Hats on Student Success in Teaching Subjects Related to Sustainable Development in Geography Classes


Kaya, Mehmet Fatih, Kuram ve Uygulamada Egitim Bilimleri


Abstract

This study aimed to assess the effectiveness of six thinking hats technique in teaching subjects related to sustainable development in geography classes. The study was in both a quantitative and qualitative form. The quantitative part of the study was designed according to pre-test, post-test control group research model, and in the qualitative part, answers given by students to interview questions were analyzed according to descriptive analysis method. The population of the study consisted of 650 students studying in Gaziantep Araban High School and the sample consisted of 36 students studying at 11th grade in the same school. The results of the study revealed that teaching techniques based on six thinking hats resulted in more positive results compared to other teaching techniques proposed in the curriculum.

Key Words

Geography Teaching, Sustainable Development, Six Thinking Hats Technique.

Environmental pollution that has emerged in local level in industrial cities first and then in regional, national and international level depending on factors such as rapid population increase, rapid urbanization and use of natural resources excessively and intensively as a result of advances in technology has become a threatening risk for next generations. The balance tried to be created between economy, society and environment after 1970s brought environment education and sustainable development concepts to forefront (Evin, 2005; Keles & Hamamci, 2005). The first comprehensive approach in international level about sustainable development was adopted in "United Nations Environment and Development Conference" held in Rio de Janeiro in 1992. An agenda named Agenda 21 (21st century Agenda) was specified, in which interactions with environment were discussed (Güçlü, 2007, p. 2-3).

Sustainable development necessitates individuals to think globally and act locally. Individuals can acquire these skills with education organized for this purpose (Stengel, Liedtke, Baedeker, & Welfens; 2008). Parke (2010) and McKeown (2002) stated that, teaching individuals skills of acting in global sense of responsibility, being able to adapt to change, communicating effectively, proposing alternative solutions to problems, thinking critically and creatively is of great importance for a sustainable future.

Since factors such as increase in roles of international partners, the desire to possess energy sources, countries' efforts to make use of sources more effectively and removal of the negative effects of globalization require geography knowledge and point of view, geography teaching is becoming more and more important (Incekara, 2009), because geography is a science that is in connection with interdisciplines and disciplines, requires cooperation, use of multi-media and critical thinking, is contemporary enriched with implementation and method, is related to behavior change and has value education (Heinecke, 2009, p. 29). Human, environment and economy that are the main components of education are key for sustainable development and the basis of geography is to assess relationships and interactions of these components (Alkis, 2009, p. 46). By teaching social, economic and environmental changes through geography education, living in harmony with nature can be ensured (Demirci, 2006). Sustainable development education has become an integral part of geography education in many countries (Alkis & Öztürk, 2007). Luzern declaration (2007) pointed out to the importance of having knowledge and understanding, skills, attitudes and values for sustainable development. Despite similarities, geography education is carried out in different classroom environments and by following different teaching methods in the world (Tas, 2007). Because of changing perceptions in education, students are now not only learning knowledge, but also producing it through multi-directional, abstract, critical and independent thinking (Özden, 2005).

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Effect of Six Thinking Hats on Student Success in Teaching Subjects Related to Sustainable Development in Geography Classes
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.