An overview of an investigation into the Effects of using TASC Strategies in the Development of Children's Thinking and Problem-solving Skills in Science

Davies, Helen-Marie

doi:10.1177/026142940802400323

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…The stages can be seen in Figure 1 below. (Wallace et al, 2012) The result of structured observations conducted by Davies (2008) shows that TASC helps students to stay focused, create interaction with other students, be motivated by mutual assistance and support one another, give opportunities for new criticism to be received, and opportunities for students to think laterally and ask questions.…”

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confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

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This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergentthinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

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confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

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“…Similar to Wallace, Cave, and Berry (2009), Davies (2008) was interested in science as he conducted an experimental study in which the TASC model was used in science to assess whether the model would improve gifted students' thinking skills, problem-solving strategies, self-concepts, motivation, self-monitoring, and self-evaluation skills. Davies used a survey and structured observation of six intervention lessons and found that the TASC model was easy to incorporate into the lessons once the children were familiar with all eight steps.…”

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confidence: 99%

Using the TASC Model to Develop Gifted Students Creativity: Analytical Review

Alhusaini¹

2018

JEGYS

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The purpose of this analytical review was to investigate the uses of the TASC model to teach gifted students and develop their creativity. The researcher decided to select studies of the TASC model, which were not used by Maker, Alhusaini, Zimmerman, Pease, Schiever, and Whitford (2014) in the Saudi project. The studies included 30 out of 367 studies that were chosen for the Saudi project. Out of the 30 studies, the researcher selected 15, which he identified as school-based projects in which the TASC model was specifically used or described in teaching. The researcher also added six books that were written by Belle Wallace and colleagues. All of the reviewed publications suggested that the TASC model has been an effective, useful, and practical method with all students from different grade levels and of different abilities (especially with those who were gifted), as well as in all different content areas, to teach students and develop their creativity. The researcher identified limitations across the reviewed studies and publications, such as omissions of data collection procedures, data analysis processes, and lack of information about the participants as well as the interventions. Also, most of the studies provided qualitative results with no further discussion or explanation. More high quality research is needed to improve the scholarly conversation around this model.

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An overview of an investigation into the Effects of using TASC Strategies in the Development of Children's Thinking and Problem-solving Skills in Science

Cited by 2 publications

References 5 publications

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Using the TASC Model to Develop Gifted Students Creativity: Analytical Review

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