Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Al-Balushi, Khadija; Al‐Balushi, Sulaiman M.

doi:10.12973/iji.2018.11336a

Cited by 15 publications

(10 citation statements)

References 28 publications

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“…Recent studies by this researcher show similar results, making it possible to reduce the differentiation between genders [23]. The key is to generate a positive climate and an active process for perception, together with the property of brain plasticity, a characteristic of the brain that is being constantly transformed throughout life, adapting to changes in the environment, which can make learning more significant if we offer the most suitable conditions [17,24].…”

Section: Neurodidactics: a Neuroscientific And Psychological Approach To Science Educationsupporting

confidence: 59%

“…Neuroscience reveals that the brain's ability to learn depends on the number of neurons and the richness of the connectivity between them. Therefore, if learning is linked to a previous experience, such as daily situations, positive emotions, and motivation, as well as enhanced interdisciplinary concepts, memory and learning are promoted by expanding the formation of neural networks [17][18][19].…”

Section: Neurodidactics: a Neuroscientific And Psychological Approach To Science Educationmentioning

confidence: 99%

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A Revisited Conceptual Change in Mathematical-Physics Education from a Neurodidactic Approach: A Pendulum Inquiry

2021

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Learning physics today contains a strong algebraic component, which does not contribute to making an effective conceptual change due to several misunderstandings and misconceptions that students have. Inquiry-based science education methodology (IBSE) is a solution, as well as model-based inquiry (MBI), but no agreement exists regarding which one is the best option. The contribution of both new neuroscientific and cognitive psychology advances is necessary. All these components can be arranged within a transdisciplinary discipline called Neurodidactics. This work presents a neurodidactic proposal to achieve an effective conceptual change. The study involves 171 undergraduate university students and is based on an experimental design (control and experimental groups) with pre- and post-test questionnaires. Results will show the importance of experimentation in mathematical-physics sessions, as well as the importance of visuospatial abilities and the inquiry component offered by the different resources used (virtual simulations and multimedia) in order to obtain a model. In addition, the role of transdisciplinary orientation and the importance of conceptual modeling was tested, obtaining an essential contribution to balance the normally non-significant algebraic approach of physics science, offering altogether a possible new path for scientific learning.

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Section: Neurodidactics: a Neuroscientific And Psychological Approach To Science Educationsupporting

confidence: 59%

Section: Neurodidactics: a Neuroscientific And Psychological Approach To Science Educationmentioning

confidence: 99%

A Revisited Conceptual Change in Mathematical-Physics Education from a Neurodidactic Approach: A Pendulum Inquiry

2021

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“…Therefore, the students learn scientific concepts and their application in engineering and technology, as well as the relationships and its application in daily life or a real-world context. The implementation of daily life context in learning can be saved in long-term memory of students, consequently the implementation of science through technology and engineering in STEAM approach can be effective to improve students' learning outcome (Al-Balushi, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of STEAM-Based Biotechnology Module Equipped with Flash Animation for Biology Learning in High School

Utomo¹,

Hasanah²,

Hariyadi³

et al. 2020

INT J INSTRUCTION

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This study aims to determine the effectiveness of the STEAM (Science, Technology, Engineering, Arts, and Mathematics)-based biotechnology module equipped with flash animation for learning biology in high school. This research was conducted in a high school, involving 32 students of Year XII. The research design was the design model for development of R2D2 with one group pretestposttest design as effectiveness tests. This study utilized a learning design, biotechnology modules equipped with flash animation, instrument testing, validation sheet and questionnaire as research instruments. Data validation and the questionnaire results were then converted into qualitative data into a category. The effectiveness test data were analyzed using the N gain. The results of the validation material, media and users indicated that the module was valid with the final score of 89.85. Students' responses to the module in terms of readability, clarity of presentation, the attractiveness and usefulness of the results were in very good category (81.2%). The effectiveness test showed that result of post-test greater than pre-test and the value of N gain were in the high category (0.72).

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“…A number of studies on the use of brain-based learning in the classroom show that its use impacts students' achievement positively. Al-Tarawneh, A., Altarawneh, A. F., & Karaki, W. K. (2021), Alanazi (2020), Al-Balushi andAl-Balushi (2018), Saleh and Subramaniam (2019), Sani (2019), Wijayanti, K., Khasanah, A. F., Rizkiana, T., Mashuri, Dewi, N. R., & Budhiati, R. (2021) and Riskiningtyas and Wangid (2019) demonstrate that such learning improved students' achievement in primary and secondary school science, in subjects including the major core ones of biology, chemistry, physics, and mathematics. Few studies have not found a significant positive effect of the use of brain-based learning on students' achievement.…”

Section: Paper | 75mentioning

confidence: 99%

Integrating Brain-based Learning in the Science Classroom: A Systematic Review

Bada

Jita

2022

International Journal of Pedagogy and Teacher Education

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<p class="p1">Brain-based learning (BBL) has been described as an important pedagogy that can be effectively used to enhance different teaching methods or strategies. It uses essential principles from brain-based theory to alleviate the disadvantages inherent in traditional teaching methods to achieve classroom goals and objectives. The use of such learning has significant implications for the teaching and learning of science (biology, chemistry, mathematics, and physics) subjects at elementary and secondary school levels. In this review, we scrutinise and discuss the results from 25 peer-reviewed studies and underline the methodology and strategies used to advance the integration of brain-based learning within science classrooms. We make a meta-analysis systematic review of how such learning has been used in the science classroom, the success achieved, and the different constructs used to integrate it into elementary and secondary schools. The findings reveal that quasi-experimental studies have dominated the methods used in integrating brain-based learning in science classrooms. In addition, this type of learning topped the different constructs used in science classrooms, with its<span class="Apple-converted-space"> </span>integration mainly in relation to mathematics. It is concluded that the principles of brain-based learning pedagogy can be adequately used in science classroom instruction because they consider the uniqueness of each student’s brain. This paper therefore recommends appropriate and continuous integration of such learning in the science classroom, especially in subjects where integration is currently low.</p>

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Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Cited by 15 publications

References 28 publications

A Revisited Conceptual Change in Mathematical-Physics Education from a Neurodidactic Approach: A Pendulum Inquiry

A Revisited Conceptual Change in Mathematical-Physics Education from a Neurodidactic Approach: A Pendulum Inquiry

The Effectiveness of STEAM-Based Biotechnology Module Equipped with Flash Animation for Biology Learning in High School

Integrating Brain-based Learning in the Science Classroom: A Systematic Review

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