THINKING SKILLS AND LEARNING STRATEGIES: USING THE MYSTERY APPROACH WITHIN PRIMARY EDUCATION
Abstract
Early critical thinking and sustainability awareness development is crucial for equipping future generations to handle global issues in an increasingly complicated and interconnected society. This study examined how 9-year-old primary school students applied their knowledge through a collaborative Mystery assignment, demonstrating a Thinking Skill Learning Strategy within education for sustainable development. The Mystery Learning Strategy supported holistic and pluralistic educational approaches, fostering critical thinking, social interaction, and individual development within a socio-cultural framework. Inspired by lesson study principles and based on participatory observations, the findings revealed that while the Mystery approach is dynamic and engaging, it requires careful facilitation to be effective. The study demonstrated that collaboration and critical reasoning were fostered among students. By working in groups, sharing ideas, and building on one another’s suggestions, students engaged in communication, active listening, and the integration of diverse perspectives. Future research could investigate the long-term effects of the mystery approach on developing critical thinking skills and enhancing sustainability awareness in younger students.
Keywords
Critical thinking, envisionment, learning strategies, play-based learning, primary education.
Ethical Statement
Certain ethical considerations were addressed to ensure a safe environment, both physically and emotionally, and to acknowledge the power imbalance between students and researchers. Demonstrating genuine interest in the students’ play helped build trust. Balancing participation and observation were critical; excessive involvement could influence their behaviour, while insufficient involvement could hinder the collection of meaningful insights. Additional considerations were taken in accordance with the Mystery Method, role play, and play-based learning as younger children often require more guidance and support during these activities. As a researcher, I had to balance observation with providing appropriate scaffolding. The study adheres to the core ethical principles outlined by Ethical Research Involving Children (ERIC, 2013): respect, benefit, and justice. ERIC emphasizes the need for critical reflection, context-specific problem-solving, and transparency. The study also complies with the ethical requirements for research in Sweden (Swedish Research Council, 2017) and the General Data Protection Regulation (GDPR). Throughout the research process, the rights and interests of the students were prioritized, ensuring their best interests and potential benefits were consistently considered. Data was anonymized to protect privacy. No conflicts of interest are related to this work.
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