Click to edit Master subtitle style

BRAIN-BASED LEARNING

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Electronic Journal Science Education Click to edit Master subtitle style (The Effects Of BrainBased Learning On Academic Achievement and Retention Of Knowledge In Science Course)
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DEFINITION

can be defined as an interdisciplinary answer to the question is the most effective way of the brains learning mechanism (Jensen, 1998). and Caine (2002) =recognition of the brains codes a meaningful learning and adjusting the teaching process in relation to those codes.

what

Caine for

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AIMS OF BRAIN - BASED LEARNING

aims

to enhance the learning potential

in contrast to traditional approaches

provides a teaching and learning framework for educators (Materna, 2000).

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PRINCIPLES OF BRAINBASED LEARNING

Principle 1: Brain is a parallel processor Thoughts, intuitions, and emotions operate simultaneously and interact with other modes of information.

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Principle 2: Learning engages the entire physiology

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This means that the physical health of the child eg: the amount of sleep, the nutrition will affects the brain.

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Principle 3:The search for meaning is innate

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This means that we are naturally programmed to search for meaning In children education, they should be allowed to get experience. Give them time and opportunities to make sense of their experiences.

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 Principle

4: The search for meaning occurs through patterning Patterning refers to the organization and categorization of information. We want to impose our patterns on what we see, and breaking patterns is very difficult. One topic can be related to all kinds of different topics, and when we do this, the brain tends to remember many more things.

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 Principle

5:Emotions are critical to patterning

-In the brain you can't separate out emotion from cognition. -In fact, many brain researchers now believe there is no memory without emotion. -Emotions are what motivate us to learn

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 Principle

6:Every brain simultaneously perceives and creates parts and wholes left brain/right brain has their own function but it is most useful as a device for the fact that the brain processes parts and wholes simultaneously.

The

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Principle 7: Learning involves both focused attention and peripheral perception

The

peripherals (action) play an important

role.

Children learn from everything. goes into the brain. In the early years they literally become their experiences. should be a connection in applying a knowledge between inside and outside of classroom.

Everything It

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 Principle -

8:Learning always involves conscious and unconscious processes. We learn much more than we ever consciously understand. In teaching, you may not reach a student immediately, but two years later he may be in another class and say, "I get it now." You are a part of that, but you are no longer present.

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 Principle

9:Two types of memory :a spatial memory system and a set of systems for rote learning.

-The spatial memory system does not need rehearsal and allows for instant memory of experiences. -In the taxon memory system, things are learned by rote. We memorize information, but that doesn't mean we can use the information.

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 Principle

10: The brain understands and remembers best when facts and skills are embedded in natural spatial memory We need to take the information off the blackboard, to make it come alive in the minds of learners, and to help them to make connections .

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Principle 11: Learning is enhanced by challenge and inhibited by threat. We give challenge to the learner in a proper way to study and think but low of threat.
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- the objective is to change the thinking styles of children and students.

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Principle 12: Each brain is unique.

-We have many things in common, but we also are very, very different. -We need to understand how we learn and how we perceive the world and to know that men and women see the world differently.

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The learning and teaching process in science courses should be based on

exploration and inquiry.

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REFERENCES

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