Zahra Zare, Hossein Ghasempour Moghaddam, Aboalfazl Khamseh,
Volume 15, Issue 49 (11-2024)
Abstract
Introduction: Currently, there is a global trend towards collaborative research in neuroscience and education. Brain-based learning uses neuroscience research on how the brain works to understand how students learn and grow in the classroom. Brain-based education requires that teachers know how the brain works and subsequently design a suitable teaching method with this information in mind (Stevens Smith, 2020). The aim of the research is to investigate the effectiveness of the "brain-based" teaching method on enhancing students' learning and attitudes in biological sciences.
Method: The method of this research is quasi-experimental with two groups of control and experimental. The statistical population includes 10th-grade male students in Euclid city of Fars province in the 2023-2024 academic year. A total of 50 individuals from the statistical population were selected by the purposive sampling method and randomly assigned to two groups. The instruments for measuring the variables were the researcher-made cognitive-skill test and the researcher-made attitude questionnaire. The validity of the researcher-made instrument was determined using the opinions of expert teachers and their reliability was determined by retesting. Statistical tests (t-test, Kolmogorov-Smirnov, and Chi-square index) were used by SPSS26 to evaluate and analyze the hypotheses.The research implementation method was based on comparative teaching between the tested groups. In this research, the teaching topic was selected from the fourth chapter of the 10th grade biology book titled "Circulation of substances in the body". In the class of the control group, teaching was done through the usual traditional methods of biology lessons, while in the class of the experimental group, class management and teaching were done based on the design of the learning unit with the "brain-based" model. The required lesson plan was prepared based on the national curriculum plan for the implementation of the study, using relevant resources in the field of brain-based education and also based on consultation with professors and other teachers. Training in each session was based on the written lesson plan. These trainings were conducted in each of the studied groups in 8 sessions of 90 minutes and in accordance with the objectives of the research and the chapter selected from the 10th biology book and in both groups by the researcher.
Results and Discussion: According to the research question and purpose, the research variables were studied. The studied variables included strengthening learning (increasing grades) in Biology course and increasing attitude among students. The findings indicate that "brain-based" learning method, compared to the usual method, has increased students' grades in the level of knowledge and skills and improved their attitude in the subject of "blood circulation" in the biology course. The results of this research showed alignment with the results of Fana et al. (2024), Olaoluwa et al. (2024) Hamidi Nesab et al. (2021), Maleki Avarsin et al. (2021), Seifi et al. (2016) and Valipour and Iraqi (2014). The findings of this research show the role and importance of "brain-based" teaching method in learning.
