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.


Akkuş, A., & Çetin, A. (2017). Analyzing ideas of students who studıed chemistry laboratory with respect to jigsaw technique. Uluslararası Eğitim Bilim ve Teknoloji Dergisi, 3(3), 156-159.

Alexandersson, H. (1986). A homogeneity test applied to precipitation data. Journal of climatology, 6(6), 661-675.

Astuti, N. H., Rusilowati, A., & Subali, B. (2021). STEM-based learning analysis to improve students’ problem-solving abilities in science subject: A literature review. Journal of Innovative Science Education, 10(1), 79-86.

Atasoy, B., Esra, G. E. N. Ç., Kadayıfçı, H., Akkuş, H. (2007). The effect of co-operative learning on 7th grade students' understanding of physical and chemical changes. Hacettepe University Journal of Faculty of Education, 32(32), 12-21.

Avcı, F. (2022). Effects on primary school teacher candidates of developing and implementing jigsaw technique activities enriched with educational games in science and technology teaching lessons. Acta educationis generalis, 12(1), 41-73.

Büyüköztürk, Ş. (2002). Factor analysis: Basic concepts and its use in scale development. Educational Administration in Theory and Practice, 32(32), 470-483.

Chen, S., Jamiatul Husnaini, S., & Chen, J. J. (2020). Effects of games on students’ emotions of learning science and achievement in chemistry. International Journal of Science Education, 42(13), 2224-2245.

Culha, I. (2019). Active Learning methods used in nursing education. Journal of Pedagogical Research, 3(2), 74-86.

Dolapçıoğlu, S., & Gürkan, B. (2020). The effects of teaching strategies, methods and techniques on creative thinking: A meta-analysis study. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 10(1), 149-188.

Dugard, P., & Todman, J. (1995). Analysis of pre‐test‐post‐test control group designs in educational research. Educational Psychology, 15(2), 181-198.

Ertürkler, A., & Bagci, H. (2019). The Effect of enriched creative activities program supported with aytürk technique on creativity level in music courses. Educational Research and Reviews, 14(7), 262-273.

Herranen, J., & Aksela, M. (2019). Student-question-based inquiry in science education. Studies in Science Education, 55(1), 1-36.

Hu, Y., Yu, W., Ren, Z., Du, X., Lan, L., Wang, Q., ... & Guo, Y. (2021). Coordinating role of six-hat thinking technique in design team during idea-generation phase of service design. Thinking Skills and Creativity, 39, 100764.

Larison, K. D. (2022). On beyond constructivism: Using intersubjective approaches to promote learning in the science classroom. Science & Education, 31(1), 213-239.

Martins, R. M., & Gresse Von Wangenheim, C. (2022). Findings on teaching machine learning in high school: A ten-year systematic literature review. Informatics in Education.

Sadi, Ö., & Gülcü, M. (2020). The implementation of six thinking hats technique in teaching socioscientific issues and the analysis of its effect on certain variables. Başkent University Journal of Education, 7(2), 200-211.

Serrano Amarilla, N., Cuetos Revuelta, M. J., & Manzanal Martínez, A. I. (2022). Systematic review: Flipped classrooms in the performance of undergraduate science students. Journal of Science Education and Technology, 31(5), 594-604.

Schanzenbach, D. W. (2012). Limitations of experiments in education research. Education Finance and Policy, 7(2), 219-232.

Şevkin, B. (2008). Negotiation (problem solving) and mediation training program is available in the 4th and 5th grades of primary education. Examining the effects of primary school students' conflict resolution styles and aggression tendencies. [Unpublished doctoral dissertation]. DEU Institute of Educational Sciences.




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 https://jstei.com/index.php/jsti/article/view/66