Thinking Actively In A Social Context Research Articles

The enhancement of mathematical problem-solving skill and self-efficacy achievement through thinking actively in a social context learning model

Mathematical problem-solving skill becomes the main tool of learning mathematics to develop thinking habits and establishes students’ self-efficacy in their skill to face problems. Thinking actively in a social context (TASC) learning model is expected to enhance this skill. This research was quasi experiment by non-equivalent control group design with seventh grade students in one of Bandung Junior High School as a research subject. The number of participants was 52 students. The instruments that used were problem solving skill essay and self-efficacy questionnaires. This research generated the enhancement of problem-solving skill students who receive TASC learning model are higher significantly than students who receive scientific approach learning. Looking back for the whole piece of learning is not already become a student habit at the evaluate stage. Less accuracy of the students in understanding part of the problem indicated errors resulted from inappropriate strategy.

WITHDRAWN—Administrative Duplicate Publication: TASC in St. Gwladys Primary School (Wales, UK)

Evans K (2019). TASC in St. Gwladys Primary School (Wales, UK). Gifted Education International. Epub ahead of print: 15 April 2019. Ahead of Print article withdrawn by publisher. Due to an administrative error, this article was accidentally published twice Online First with different DOIs. The correct and citable version of the article remains: Wallace B, Humphries W and Evans K (2019) On demonstrating the development of the Thinking Actively in a Social Context (TASC) problem-solving approach in schools in South Wales (UK). Gifted Education International 35(2): 152–160. DOI: 10.1177/0261429419839380

WITHDRAWN—Administrative Duplicate Publication: 1. The new curriculum for Wales (UK) and TASC: Thinking Actively in a Social Context

Humphries WO and Wallace B (2019). 1. The new curriculum for Wales (UK) and TASC: Thinking Actively in a Social Context. Gifted Education International. Epub ahead of print 15 April 2019. Ahead of Print article withdrawn by publisher. Due to an administrative error, this article was accidentally published twice Online First with different DOIs. The correct and citable version of the article remains: Wallace B, Humphries W and Evans K (2019) On demonstrating the development of the Thinking Actively in a Social Context (TASC) problem-solving approach in schools in South Wales (UK). Gifted Education International 35(2): 152-160. DOI: 10.1177/0261429419839380

On demonstrating the development of the Thinking Actively in a Social Context (TASC) problem-solving approach in schools in South Wales (UK)

Walter Humphries and Kathryn Evans outline the aims of the new Welsh curriculum and demonstrate how neatly the Thinking Actively in a Social Context (TASC) problem-solving approach dovetails with the aims of the new 2015 curriculum for Welsh schools.

Using Thinking Actively in a Social Context and Spirals in Living Theory research in explanations of educational influences in a global social movement

The article’s authors continually ask and attempt to answer questions, such as, ‘How do I improve what I am doing?’ and ‘How do we improve what we are doing?’ by researching their practice and making public what knowledge they create along the way. Here they describe Living Theory research and explain why this has enabled them to improve their practice and hold themselves to account to others and themselves to give expression in practice to their values that contribute to the flourishing of humanity. Drawing on Thinking Actively in a Social Context (TASC), the integration of research and practice is exemplified. They finally illustrate how educational professionals in diverse fields and contexts of practice have contributed to the growth of a global educational knowledge base comprising the valid values-based explanations of educational-practitioners of their educational influences in their own learning, the learning of others and the learning of the social formations they live and work in.

Uji Kelayakan Perangkat Pembelajaran Pengelolaan Limbah dengan Pendekatan TASC (Thinking Actively In a Social Context)


 Learning resources about waste management have been developed using Thinking Actively in a Social Context (TASC) approach. This research aimed to ascertain the feasibility of syllabus, lesson plans and students’ worksheet. The data was analyzed descriptively using feasibility test of expert judgement. The result showed that feasibility of silaby is 4,11 (“feasible” category); feasibility of lesson plans is 4,18 (“feasible” category); feasibility of students’ worksheet is 4,17 (“feasible” category). In conclusion, learning resources using TASC approach addressed for waste management topic is feasible to be implemented in the learning process.

TASC: Thinking Actively in a Social Context. A universal problem-solving process

All children are born with the gifts of curiosity and creativity – and an insatiable appetite for asking questions to find out about the world in which they live. Fostering these questions and developing inquisitive and investigating minds is one of the essential roles of parent and teacher, and the processes of enquiry are the necessary routes for nurturing and developing all children’s potential for thoughtful discovery. The ethos of this paper is that ‘every child matters’, and the underlying message is one of ‘inclusion with differentiation’. The theme flowing throughout is that teachers and learners need to work interactively to construct knowledge; and, together, through this interaction, deep and sustained learning is promoted. When learners are truly involved in constructing knowledge for themselves, their motivation is high and both individual and group effort is sustained. Importantly, children in many communities are born into a rapidly changing technological world: they grow up using technological tools naturally, with ease and without fear, and they are often more proficient than their teachers! Learners are communicating globally, but all too often their technical skills and powers of communicating are not utilized in schools. In this paper Belle Wallace explains the Thinking Actively in a Social Context (TASC) Framework for thinking and problem-solving; Alessio Bernadelli recommends a wide range of software tools that he uses to develop TASC at secondary level; and Clare Molyneux and Clare Farrell describe a very successful primary project using TASC and Studywiz.

Thinking Actively in a Social Context

Thinking Actively in a Social Context (TASC) is a tremendously powerful tool for reaching and extending all the learners in a mixed ability class, especially the most able. I went on a TASC course led by Belle Wallace and listened to some fascinating presentations by teachers who had tried the method. I bought a TASC Wheel Problem Solving pack and waited for an opportunity to try it out. This came after my Yr 6 Science class had completed their SATs tests and I needed a different approach to maintain their interest. I had hoped to carry out fieldwork in our extensive school grounds but the weather moved in and made this impractical. In our KS2 text book there was an idea for a project on Time. I also had an old copy of the Schools Council publication about Time, full of practical suggestions. I decided for the last few weeks of term to use the TASC Wheel to teach the topic.

Purposeful, Creative Problem Solving

Jo Lakey, Primary Adviser, describes how TASC (Thinking Actively in a Social Context) provided a reflective framework for auditing, refining and enhancing approaches to developing problem-solving and thinking skills across Bexley Local Authority, UK.

How Can We Use TASC To Develop Out Talents In The Gifts We Create? How Can Tasc Help Us As We Account For Our Lives In Our Living Educational Theories?

The enquiry process of Thinking Actively in a Social Context (TASC) is influencing the creation of new forms of educational theory that can explain an individual's educational influence in their own learning, in the learning of others and in the learning of social formations. Evidence of this influence is provided from self-studies of practitioner-researchers who are seeking to live their values as fully as they can, in enquiries of the kind, ‘How do I improve what I am doing? The action reflection cycles of TASC are used to develop talents in the creation of gifts. They are used to make explicit the meanings of the values that are being used by individuals to account to themselves and others for the lives they are living in making the world a better place to be.

School in Focus - Celebrating Success

We wanted to put ownership of learning experiences back into children's hands while addressing the development of their thinking skills, so we made the decision to introduce TASC (Thinking Actively in a Social Context) 20 months ago. The following account describes our progress and success in adopting the TASC Framework.

Differentiating Learning Experiences in a Mixed Ability Classroom: Using the TASC Problem-Solving Approach

Belle Wallace has been developing a Problem-solving approach to learning and teaching for many years. Her work is known internationally, and many schools in regions around the world are using her problem-solving approach to maximise the opportunities for differentiating learning and teaching to suit the multi-dimensional developmental needs of children in a mixed ability classroom Belle's Problem-solving Framework for Curriculum Development is known as TASC (Thinking Actively in a Social Context). This article outlines the basic theory that underpins TASC and suggests a range of generic Problem-solving Strategies utilising the whole brain and developing the thinking processes commonly used by expert thinkers and problem-solvers.

Teaching Mathematics Through ‘Thinking Actively in a Social Context’

Thinking actively in a Social Context (TASC) is a multi-phase model of problem-solving incorporating Cognitive Resources and Cognitive Strategies. It provides a flexible framework for designing problem-solving courses according to the needs and experiences of the participants. The general aim for the pupil is to maximise the ability to make sense of, and to learn from, experience. The general aim for teachers is to improve the effectiveness of teachers as facilitators of children's ‘learning how to learn’. There is considerable emphasis on the transfer of skills and strategies to new contexts; cooperative learning in small groups; and the development of meta-cognitive knowledge (Wallace and Adams, 1987; Adams and Wallace, 1990; Hildebrand, Lehman, Maltby, Matters and Shadbolt, 1991 ). Using the framework of TASC * NOTE: for a detailed exposition on the TASC model for curriculum development see GEI Vol. 5, 1–3. a three day course in Mathematics was developed for high ability children in Grades 5, 6 and 7. The article describes the introduction and development of the course.