Theoretical Background Of Bono's Six Hats

Theoretical Background

This study was anchored by Edward de Bono’s Six Thinking Hats. He explained that it was a thinking tool that let the thinker to simplify thinking through dealing with points successively and achieves ‘a switch in thinking’. The thinking hats were described as simple, effective technique to look at decisions from different point of view to be more productive, focused and mindfully involved. In addition, it helps individual to move away from habitual thinking styles and a more rounded situation (De Bono, 2011)

Six hats have no orders (House et al., 2011). In fact, each hat represented a different style of thinking, a person who wore white hat basically consists of facts and focus on the data available, another was the red

The most common element that defines critical thinking, it analyzes arguments, judging or evaluating, and lastly making decisions and problem solving. However, both metacognition and critical thinking as being subsumed under self-regulated learning, which they define as “our ability to understand and control our learning environments. To helps students to be more systematic and strategic during problem solving. Similarly, Kramarski and Mevarech (2003) provided students with sets of metacognitive questions, including comprehension questions, strategic questions, and connection questions, to be completed during the task. Comprehension questions were designed to encourage students to reflect on a problem before solving it. Strategic questions were designed to encourage students to think about what strategy might be appropriate for a given task and to provide a reason or rationale for that strategy choice. Finally, connection questions were designed to encourage students to identify and recognize deep-structure task attributes so that they could activate relevant strategy and background

The Six Thinking Hats found to enhance the learning of ES as parallel thinking enhances the development of the students to find a connection and understanding of what they have learned. Consequently, the STH had also proven to be a successful tool to develop the higher-order thinking skills of the children as critical and creative skills are developed through the learning process. Although there were yet many factors influencing the effect of the interests of the students in learning, thinking skills strategies were encouraged to be introduced and employed in the enquiry classroom at an early stage of education. By equipping learners with the necessary thinking skills tools available, when learners enter adolescence which is known as the period of ‘maximum growth and development with regard to mental functioning’ (Singh, 2007), they will be able to fully utilize the thinking skills tools to its maximum worth for a higher level of evaluation and creativity.

In relation to our study, “Six Thinking Hats of College Sophomore” was anticipated that by using a specific thinking hat, the respondents obtained a constant growth and were able to get the skills through critical thinking skills and problem solving approaches.

Using a specific thinking hat, the student developed their way of thinking towards a particular scenario. In relation to the academic setting, students performed a certain solution that improved thinking skills