Author: Paweł Ślaski
Institution: Military University of Technology (Poland)
ORCID: https://orcid.org/0000-0002-1950-9910
Author: Małgorzata Grzelak
Institution: Military University of Technology (Poland)
ORCID: https://orcid.org/0000-0001-6296-7098
Published online: 15 June 2022
Final submission: 21 April 2022
Printed issue: 2023
Source: Show
Page no: 19
DOI Address: https://doi.org/10.15804/ppsy202216
PDF: ppsy/51/ppsy202216.pdf

This paper explores the possibility of using lateral thinking to enhance student learning in higher education. Teams of students formed during classes using the „six think- ing hats” method, a concept developed by (de Bono, 1985), analyse a problem posed by the lecturer. This problem involves solving a commonly used economic rule considered in a deterministic environment, the so-called economic order quantity (EOQ) model. Students divided into research teams first solve the problem classically, using elements of differential calculus. In the next stage, they solve the problem using process analysis, re-engineering principles, and a computer application. The most important feature of this stage is the analysis of the problem, so to speak, from the end, i.e., from the definition of the goal, which is to determine the optimal order size of goods in the supply chain at minimum cost. The six thinking hats method is extremely helpful at this stage. The key benefits for students using this type of teaching are related to verifying previous thinking in solving the problem and adopting a creative approach to solving the task. Empirical studies confirm that this type of teaching increases the attractiveness of the class and the satisfaction of acquiring creative thinking skills and provides the satisfaction of solving a complex research problem in a team. Student surveys with a small sample (

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