Brain-Based Learning Method: Opportunities and Challenges

Reddy, K. Jayasankara; Hunjan, Unnati G; Jha, Priyanka

doi:10.1007/978-3-030-72400-9_15

Cited by 3 publications

(2 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Accordingly, numerous studies have proven that brain-based learning is positively associated with academic achievement (Haghighi, 2013;Noureen et al, 2017). Furthermore, there is a positive correlation between brain-based learning and various factors related to learning, including second language acquisition, academic attitude, and self-confidence (Iranmanesh et al, 2021;Jayasankara Reddy et al, 2021;Meral & Akgül, 2022;Sharma & Sharma, 2013). Because brain-based learning has a significant impact on various factors related to learning, applying brain-based learning is suitable for addressing the complex needs of today.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Brain-Based Learning Principles in Today's Changing Conditions

Korkmaz

2024

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

The increasing prevalence of brain research and the fact that the findings reveal important arguments about the learning process have led to the proliferation of brain-based learning studies. Brain-based learning principles, introduced by Caine and Caine in 1991, are frequently used in the literature and shed light on educational research. However, in today's changing conditions, educational environments have remarkably differentiated, the opportunities for learners have increased more than ever before, threats such as the Covid-19 pandemic and natural disasters have directly affected education, and technological advances have made a breakthrough with artificial intelligence. There are studies evaluating 12 accepted and frequently used brain-based learning principles in the literature, but there is no review study that addresses brain-based learning principles in today's changing conditions. Therefore, this article aims to examine the principles of brain-based learning in today's changing conditions. Increasing threats in the rapidly changing world pose a risk to brain-based learning. Also, increasingly common helicopter parenting and artificial intelligence hinder brain-based learning, although they have some advantages. However, on the other hand, the fact that technological developments make educational environments richer and increase the opportunities for learners greatly facilitates brain-based learning. Thus, brain-based learning principles have become much more meaningful and gained great importance in today's world.

show abstract

Section: Introductionmentioning

confidence: 99%

An Investigation of Brain-Based Learning Principles in Today's Changing Conditions

Korkmaz

2024

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…-‫ػوف‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫تك‬ ‫أف‬ ‫ػة‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ي‬ ‫ر‬ ‫ات‬ ‫ػالخبر‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ب‬ ‫ػة‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫المتنوع‬ ‫ػتخداـ‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫باس‬ ‫ػدد‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫تع‬ ‫ػي‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫اع‬ ‫تر‬ ‫اتيليات‬ ‫ػتر‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫اس‬ ‫و‬ ‫ػات‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫ػ‬ ‫تقني‬ ‫و‬ ‫ات،‬ ‫ػز‬ ‫ػ‬ ‫التلهي‬ ‫ػادر‬ ‫ػ‬ ‫مص‬ ‫ػتعمـ‬ ‫ػ‬ ‫ال‬ ‫ػبة‬ ‫ػ‬ ‫المناس‬ ، ‫و‬ ‫ػوت‬ ‫ػ‬ ‫الت‬ ‫و‬ ‫ػد‬ ‫ػ‬ ‫التهدي‬ ‫ػب‬ ‫ػ‬ ‫تلن‬ ‫ػة‬ ‫ػ‬ ‫باإليلابي‬ ‫ػـ‬ ‫ػ‬ ‫تتس‬ ‫أف‬ ‫و‬ ‫ر،‬ ‫إل‬ ‫التعمـ‬ ‫عممية‬ ‫نلاح‬ (Reddy, Hunjan, & Jha, 2021). …”

unclassified

التكامل بين التعلم المتوافق مع الدماغ و"علوم المواطن" Citizen Science في تنمية الاستيعاب المفاهيمي و"مهارات الحياة والمهنة" والاهتمام بالعلم لدى تلاميذ المرحلة الإعدادية

راغب¹

2023

مجلة کلية التربية

View full text Add to dashboard Cite

The current research aimed to develop conceptual understanding, life and career skills, and interest in science for students of the first grade of middle school by using a proposed instructional model based on the integration between brain compatible learning and citizen science projects. To achieve this aim, the descriptive method and the two groups -control and experimental-method were used. The tools of the research included: a test of conceptual understanding, an observation sheet of life and career skills, and a scale of interest in science. The research experiment was applied to a control group represented by 17 students and an experimental group formed of 20 students from the first grade of middle school in the academic year 2021-2022. The main results indicated: the development of conceptual understanding, life and career skills, and interest in science for students of the first grade of middle school who used the proposed instructional model based on the integration between brain compatible learning and citizen science projects. In light of the research results, the recommendations emphasized: the need to include the proposed instructional model in pre-service and in-service teacher education programs and encourage partnership among science teachers, students and Egyptian university professors to work on developing citizen science projects.

show abstract

The The Whole Brain Teaching Model: How Does This Model Contribute to Social Skills in Early Childhood?

Aulina,

Masitoh,

Arianto

2024

IJORER Int. J. Recent Educ. Res.

View full text Add to dashboard Cite

Objective: This study aims to evaluate the impact of the Whole Brain Teaching Model on enhancing students' social skills. Method: A quantitative approach with experimental research methods was used, employing a one-group pretest-posttest design. The study population consisted of students from Darussalam Candi Kindergarten, Thoriqussalam Kindergarten, and Masyitoh Kindergarten in Sidoarjo Regency. Data analysis was conducted using a paired sample t-test. Result: The findings indicate significant improvements in the average pre-test and post-test scores across various dimensions: peer relationship skills increased by 1.62, self-control (self-management skills) by 1.52, academic skills by 1.58, compliance skills by 1.82, and assertion skills by 1.53. Consequently, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. Therefore, the Whole Brain Teaching model positively and comprehensively enhances various aspects of social skills in early childhood. Novelty: This study showcases a unique application of the Whole Brain Teaching (WBT) Model to enhance social skills in early childhood. By adopting a holistic approach that engages both the left and right brain, the study fosters cooperation, empathy, and communication, thereby offering a fresh perspective on early childhood education.

show abstract

Brain-Based Learning Method: Opportunities and Challenges

Cited by 3 publications

References 40 publications

An Investigation of Brain-Based Learning Principles in Today's Changing Conditions

An Investigation of Brain-Based Learning Principles in Today's Changing Conditions

التكامل بين التعلم المتوافق مع الدماغ و"علوم المواطن" Citizen Science في تنمية الاستيعاب المفاهيمي و"مهارات الحياة والمهنة" والاهتمام بالعلم لدى تلاميذ المرحلة الإعدادية

The The Whole Brain Teaching Model: How Does This Model Contribute to Social Skills in Early Childhood?

Contact Info

Product

Resources

About