Abstract
Following a whole school focus on the development of thinking skills through TASC and as part of my M.Ed degree, I carried out an Investigation into the ‘Effects of using TASC Strategies in the Development of Children's Thinking and Problem-solving Skills in Science’. Results of a questionnaire given to the children prior to my research showed that the children felt they learned best when they understood the relevance of their learning, when they felt capable of completing the task and when they could relate it to something else that they had done. Vygotsky (1978) stressed that children learn when they can make links with previous learning. This is because they can extend their conceptual mental map with new learning. The TASC Framework promotes this level of learning and for that reason I decided to introduce this Framework to the children in my class.
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