Application of the Six Thinking Hats and SCAMPER Techniques on the 7th Grade Course Unit "Human and Environment": An Exemplary Case Study

Abstract

This study aims at revealing the efficiency of the application of the instructional design prepared via the Six Thinking Hats and SCAMPER techniques. The question "How do 7th grade students associate the course unit Human and Environment which is taught via the Six Thinking Hats and SCAMPER techniques?" constitutes the problem of the study. For this purpose, the case study method, which is a method of qualitative research, was used in the second semester of the academic year 2012-2013. The study group consists of 20 students in total, including 10 girls and 10 boys studying at the 7th grade at a full time secondary school in Beykoz district of Istanbul province. The primary source of data in the study included observation, open-ended question form and document while interviews were employed as the secondary source of data. The data acquired upon the study were analyzed through content analysis. This study provides awareness to the students with the instructional design prepared via The Six Thinking Hats and SCAMPER techniques. As a result of the study shows that students were seen to have performed improvement in comparing ecosystems in terms of diversity of living creatures and climatic features. It was revealed that majority of the students have a negative/ pessimistic approach regarding the world and the environment in future both before and after the application; and they possessed the main point of view that the "world will be a dirty place" in future.

Six Thinking Hats: A Educational Technique to Enhance Cognitive Abilities in Education

“…When teaching students how to work together or addressing a company problem, the six thinking hats method is beneficial [13]:…”

The Effect of SCAMPER Strategy on Evoking Iraqi EFL Preparatory Pupils' Creative Thinking Skills

“…After that, many researchers have worked in developing learners' thinking and they confirm that SCAMPER strategy works to strengthen and support the levels of creativity of students and learners when dealing with finding solutions for difficulties and problems. (Toraman & Altun, 2013) mentioned that SCAMPER strategy is regarded as one of the strategies, through which cognitive levels can be promoted among students. In this strategy a number of questions are directed to students in a way that encourages them to move out of ordinary and think in an unconventional way, then the series of the questions will be like the engine power that pushes and allows students to gain a lot of various Thinking skills.…”

Analysis of the Effect of Scamper Education Program on five-year-old children’s creativity

“…For this purpose, an 8-week Scamper Education Program consisting of 16 activities were prepared. Prior to preparation of the program, field literature on creativity and Scamper was scanned, and various education programs on the subject were analyzed (Alyazad, 2014;Animasahun, 2014;Aral, Köksal-Akyol and Sığırtmaç, 2006;Buser et al, 2011;Can-Yaşar, 2009;Chronopoulou and Riga, 2012;Çelikler and Harman, 2015;Erkan, 2005;Garaigordobil and Berrueco, 2011;İslim, 2009;Jamali, Kazemi and Shahbazi, 2012;Jelena, Apple, Toby and Tong, 2014;Majid et al, 2003;Mirzadie et al, 2009;Moreno et al 2014;Şahintürk, 2012;Toraman and Altun, 2013;Yağcı, 2012;Yeh, Yeh, Li and Pen, 2006;Zachopoulou, Trevlas and Konstadinidou, 2006). In the process of preparing the program, the Ministry of Education, Preschool Educational Program (2013) was used, acquisitions and indicators towards supporting creativity of children were determined.…”

“…Analyzing studies conducted relating to the scamper technique aimed at developing creativity in children, it has been determined that there are limited number of researches conducted on scamper during preschool period either at home or abroad, and scamper technique is mostly discussed among primary school students (Yağcı, 2012;İslim, 2009;Majid et al 2003;Toraman and Altun, 2013), high school students (Jelena, Apple, Toby and Tong, 2014), university students (Çelikler and Harman, 2015) and adults (Buser et al, 2011;Alyazad, 2014;Animasahun, 2014;Moreno et al, 2014).…”