Part III of this series of articles describes an approach to the teaching of Thinking and Problem-Solving, presenting a rationale and framework for a pilot course designed for pupils of 15+ years. The course is entitled TASC: Thinking and Action in a Social Context and is derived from Vygotsky's seminal work which argues that the development of higher levels of thinking is dependent on social transaction. In addition Feuerstein's theory of cognitive modifiability and the concept of mediated learning experiences together with Sternberg's theory of intelligence as information processing and problem-solving have provided major influences.
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