In the study which is the foundation of this essay, the question is examined of whether the complexity of global issues can be solved at the level of teaching methodology. In this context, the first qualitative and constructive study was carried out which researches the Mystery Method using the Thinking-Through-Geography approach (David Leat, 1998). The research tool used was the Documentary Method as applied by Ralf Bohnsack (2006), which is detailed enough to evaluate both explicit and implicit student knowledge levels within complex teaching/learning frameworks. The study results demonstrate that the purely cognitive research approaches are not able to reflect the complexity of the student interactions at a teaching method level. In the research project it could be reconstructed that the youths prefer complex teaching methods with a cooperative design when dealing with phenomena of globalization as a result of the experiences in the Treatment (Applis, 2012).