Effects of Coordinated Techniques on Science Education Learning: Six Hats and Jigsaw Techniques



:: Active learning, Cooperative learning, Science education, Teaching techniques


The objective of this study was to investigate the impact of the coordinated application of the Six Thinking Hats and Jigsaw (separation-assembly) techniques in a Science and Technology lesson on the learning outcomes related to air, water, and soil pollution among 5th-grade students. The study employed a quantitative approach and followed a pretest-posttest control group research design, aligning with the experimental research method. The sample consisted of 56 middle school students recruited using purposive convenience sampling The experimental group in this study received instruction on the topics of air, water, and soil pollution through the coordinated application of the Six Thinking Hats and Jigsaw techniques, whereas the control group was taught in accordance with the existing curriculum. The research findings revealed a significant difference between the experimental and control groups, with the experimental group demonstrating superior outcomes.


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How to Cite

Uçar, M. N., & Cetin, A. (2024). Effects of Coordinated Techniques on Science Education Learning: Six Hats and Jigsaw Techniques. Journal of STEM Teacher Institutes, 4(1), 29–37. Retrieved from http://jstei.com/index.php/jsti/article/view/66