The Effectiveness of a Teaching Approach Using Brain-Based Learning Elements on Students' Performance in a Biology Course

Autor/inn/en	Lagoudakis, Nektarios; Vlachos, Filippos; Christidou, Vasilia; Vavougios, Denis
Titel	The Effectiveness of a Teaching Approach Using Brain-Based Learning Elements on Students' Performance in a Biology Course
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2158672 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2158672
Schlagwörter	Instructional Effectiveness; Neurosciences; Teaching Methods; Science Instruction; Brain Hemisphere Functions; Biology; Intervention; Science Achievement; Comparative Analysis; Grade 7; Public Schools; Science Tests; Achievement Gains; Lesson Plans; Learning Activities; Foreign Countries; Greece (Athens) + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Neuroscience; Neurowissenschaften; Neurowissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; School year 07; 7. Schuljahr; Schuljahr 07; Public school; Öffentliche Schule; Achievement gain; Leistungssteigerung; Lesson planning; Unterrichtsplanung; Lernaktivität; Ausland
Abstract	Brain-Based Learning (BBL) is an educational theoretical framework based on principles that derive from important findings about the structure and function of the brain through biology, psychology, and neuroscientific research, and forms a holistic context for a comprehensive instructional approach design. In the present study, a teaching intervention, using BBL elements, was designed and its effectiveness on secondary students' performance in a Biology course was assessed. A quasi-experimental research design, using pretest and posttest, was implemented, involving an experimental group and a control group of seventh-grade students from a public mainstream school. The results revealed that the students of the experimental group had a significantly higher mean score than the students of the control group on an achievement test, which was delivered as post-test, indicating that the suggested teaching approach had a positive effect on the students' improvement in academic performance. These results are discussed in the context of improving teaching practices, and supporting the use of BBL elements in constructing more efficient teaching practices for Biology courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01