Saleh, Salmiza
(2011)
The Effectiveness Of The Brain Based Teaching
Approach In Dealing With Problems Of Form Four
Students' Conceptual Understanding Of Newtonian
Physics.
The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 26 (1).
pp. 1-19.
ISSN 2289-9057
Abstract
The aim of this study was to assess the effectiveness of the Brain Based
Teaching Approach in dealing with problems related to form four students' conceptual
understanding of Newtonian Physics, as currently taught in secondary schools.
Techniques implemented in this study were based on the Brain Based Learning Principles
developed by Caine and Caine (1991, 2003), Jensen (1996) and Sousa (1995). Using
a brain compatibility strategy, the study paid specifc attention and consideration on
seven main areas: (i) activation; (ii) clarifcation of the outcome and painting the big
picture of the lesson; (iii) making the connection; (iv) doing the learning activity; (v)
demonstration of student understanding; (vi) review of student recall and retention/
closure; and (vii) previewing the new topic. The effectiveness of this Brain Based
Teaching Approach within the targeted context was then assessed in a quasi-experimental
research method involving 100 students from two Science Secondary Schools in northern
peninsular Malaysia. Data collected from the results, based on the Test of Newtonian
Physics Conceptual Understanding, were analysed descriptively and inferentially, using
an independent sample t-test technique. The fndings of the research showed that this
teaching approach was effective in dealing with the problems mentioned. It was found
that students who followed the Brain Based Teaching Approach possessed a better
conceptual understanding of Newtonian Physics compared to students who were exposed
to conventional teaching methods
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