Using the Active Thinking in a Social Context (TASC) model in Teaching Science to develop central thinking and the level of Academic Ambition among primary school students.

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1 south valley university - qena faculty of education

2 south vally university

Abstract

The current study aimed at identifying the effectiveness of using the Thinking Actively in a Social Context (TASC) model in teaching Science to develop pivotal thinking skills and academic ambition level among primary school pupils. To achieve the study objective, materials were prepared. It included the student booklet of the unit based on the Thinking Actively in a Social Context model and its teacher's guide. Instruments of the study were the pivotal thinking test and the academic ambition scale. Participants were divided into (37) male and female students from the sixth grade of primary school at Qena New City School for Basic Education as a control group, and (36) male and female students as the experimental one. The researchers used the experimental design with two groups, the control and the experimental. Instruments of the study were applied before and after the research experiment. Results showed the effectiveness of using the Thinking Actively in a Social Context (TASC) model in teaching science in developing pivotal thinking and the level of academic ambition among primary school students. A number of recommendations and proposals were presented.
Kew words: Active Thinking in a Social Context, Central thinking, Academic Ambition

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