The Effect of Brain-Based Teaching and Learning on Elementary School Students' Science Achievement and Attitudes

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Abstract

The purpose of this research was to examine the influence of brain-based learning (BBL) activities on students’ science achievement in an elementary school classroom in Istanbul, Turkey. Students’ attitudes toward BBL were also investigated. Mixed design was used. A total of 68 fourth-grade students in two classrooms, experimental and control groups, were participated in the study. The experiment was carried out in Grade 4 Science Unit called Introduction to Matter and took eight weeks and 24 hours in total. The data was analyzed using ANOVA test. The results showed that BBL significantly positively influenced students’ science achievement. No gender effect was detected. Semi-structured interviews with students demonstrated that students had positive attitude toward classroom arrangement and activities designed for BBL.

Authors

• Gonul Sakiz, Marmara University

• Goksen Ucuncu, Turkish Ministry of National Education