Effects of Brain-Based Learning on Academic Achievement: A Sample Case of In-Class Application
Özet
Problem Statement: In recent years, one important theory of learning that has increasingly gained interest has been Brain-Based Learning (BBL). To construct an effective framework for learning-teacing, teaching needs to be designed and reconceptualized based on the learning-teaching conditions and principles of BBL accorss various dimensions. The information obtained from research regarding how the brain works and learns indicates that we need to revise our teaching methods and restructure them. There is a need to reorganize classroom teaching process in compliance with the functioning of the brain and in consideration of the metacognitive dimensions. Purpose of the Study: The aim of this study is to investigate the effects of a teaching process that has been designed according to a BBL-based metacognitive flow chart of learning-teaching conditions on the academic achievement of student-teachers. Method: The study was designed according to an experimental model with a pre-test-post-test control group. The participants are student teachers from the department of social studies teaching at the Faculty of Education in west part of Turkey. There were 34 students (18 female and 16 male) in the experimental group; in the control group, there were 34 students (15 female and 19 male). The average age of the participants is 21, and they come from middle-class families. For this study, the Measurement and Evaluation Course was selected as the academic course. A testing consisting of 40 multiple-choice type questions was used to measure the students' acquisition of academic knowledge and skills. The KR-20 reliability coefficient of the test was found to be 86. Moreover, the test asked the opinions of the experimental group participants regarding the BBL process. Findings and Results: In this study, it was found that there are significant difference among the achievement levels of the experimental groups taught by a process designed according to the maetacognitive flow chart of BBL conditions, and that of the control group, which was taught by traditional teaching methods based on lecturing and question-answer activities. The student-teachers have stressed that BBL is effective and enjoyable for them. Conclusions and Recommendations: The design and application of BBL in the form of a metacognitive flow chart is expected to bring some applicable practices and differences to BBL conditions and processes at a conceptual level, and support attempts to develop brain-based learning-teaching programs.
