SIX THINKING HATS: A PRODUCTIVE TEACHING STRATEGY TO ENHANCE CRITICAL THINKING

Authors

  • N ASSILBEK Республика Казахстан

Abstract

Abstract: This article devoted to the issue of enhancing CT through Six Thinking Hats method. The notion of CT and Six Thinking Hats method are given. Nowadays, it is apparent that critical thinking is the necessary skill in the educational process. In modern European, American countries CT has been implementing into an academic environment more profoundly. Nevertheless, there is a room for improvement for the education system of Kazakhstan regarding this issue. I would like to highlight the fact that the education system of Kazakhstan has been facing tremendous changes in implementing various educational programs with independence, while the issue of CT has not been captured the attention at the appropriate level yet. This article will try to investigate the influence of Six Thinking Hats method in enhancing CT skills of students. There are various understanding concerning CT, and the universal notion of CT hasn't identified yet by authors. According to Dewey, CT begins with students’ engagement with a problem. He asserts that CT is a process that begins with a problem, and ends with a solution and self-interpretation [1], furthermore Pithers and Soden state that ‘Critical thinking involves being able to identify questions worth pursuing, being able to pursue one’s questions through self-directed search and interrogation of knowledge, a sense that knowledge is contestable and being able to present evidence to support one’s arguments [2]’. This suggests that CT can be defined as an individual thought process that begins with the intent to solve a problem or to answer a question, by examining different options and choosing the most suitable and logical one. From a cognitive psychologist’s view, Halpren emphasises that CT is the ‘use of those cognitive skills or strategies that increase the probability of a desirable outcome. It is used to describe thinking that is purposeful, reasoned and goal-directed’. Halpren states, ‘Critical thinking is purposeful, reasoned, and goal-directed. It is the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions. Critical thinkers use these skills appropriately, without prompting, and usually with conscious intent, in a variety of settings’[3]. In other words, when people think critically, they evaluate the outcomes of their thought processes, calculate how good a decision is, or identify how effectively a problem has been solved.

References

Garrison, D. (1992). Critical thinking and self-directed learning in adult education: An analysis of responsibility and control issues. Adult Education Quarterly, 42(3), 136-148.

Pithers, R., & Soden, R. (2000). Critical thinking in education: A review. Educational Research, 42(3), 237-249.

Halpern, D. (1997). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455.

Paul, R. (1992). Critical thinking: What, why, and how. New Directions for Community Colleges,1992(77),3-24.

Paul, R., & Elder, L. (2006). The miniature guide to critical thinking concepts and tools. (4th ed.). Tomales, CA:The Foundation for Critical Thinking.

https://constructorus.ru/uspex/metod-shesti-shlyap-myshleniya-edvarda-de-bono.html

Published

2020-04-13

How to Cite

ASSILBEK, N. (2020). SIX THINKING HATS: A PRODUCTIVE TEACHING STRATEGY TO ENHANCE CRITICAL THINKING. Pridneprovskiy Scientific Bulletin, 15(671). Retrieved from http://www.rusnauka.com/index.php/rusnauka/article/view/1132