THE EFFECT OF BRAIN-BASED LEARNING APPROACH WHICH APPLIED TO 8TH GRADE SCIENCE AND TECHNOLOGY CLASSES ON STUDENTS’ ACADEMIC ACHIEVEMENT

Brain-based learning approach, which emphasized feelings, thematic instruction, differentiated learning, movement and use of mental models have been applied with more systematic way in recent years. Based on this identification, the purpose of the study was to examine the effect of brain-based learn...

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Autores principales:	Özlem AFACAN, Erkan AKYÜREK
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	brain based learning, academic achievement, cell Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/41c158663b914265910a1fb7b2c1fd4f
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id	oai:doaj.org-article:41c158663b914265910a1fb7b2c1fd4f
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spelling	oai:doaj.org-article:41c158663b914265910a1fb7b2c1fd4f2021-11-24T09:21:06ZTHE EFFECT OF BRAIN-BASED LEARNING APPROACH WHICH APPLIED TO 8TH GRADE SCIENCE AND TECHNOLOGY CLASSES ON STUDENTS’ ACADEMIC ACHIEVEMENT2148-416310.9761/JASSS_505https://doaj.org/article/41c158663b914265910a1fb7b2c1fd4f2019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=522958233_JASSS_Volume_6.1_January_2013_p.75-98.pdf&key=26448https://doaj.org/toc/2148-4163Brain-based learning approach, which emphasized feelings, thematic instruction, differentiated learning, movement and use of mental models have been applied with more systematic way in recent years. Based on this identification, the purpose of the study was to examine the effect of brain-based learning approach on achievement in 8th grade students’ science classes. The pre/post-test control group research model was used in this study. In the experimental pattern, dependent variables were the student’s achievement. Independent variables on the dependent variables examined in this brain-based learning approach applied to the students and teaching methods that are contained in the applicable science and technology curriculum. The research was conducted with one expremental group and two control groups in 2011-2012 academic years. Totally 57 students, 19 in experimental group, 19 in each control groups participated in this research. The study took place during the teaching of ‘cellÖzlem AFACANErkan AKYÜREKFırat Universityarticlebrainbased learning, academic achievement, cellSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 6, Iss 16, Pp 75-98 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	brain based learning, academic achievement, cell Social Sciences H Social sciences (General) H1-99
spellingShingle	brain based learning, academic achievement, cell Social Sciences H Social sciences (General) H1-99 Özlem AFACAN Erkan AKYÜREK THE EFFECT OF BRAIN-BASED LEARNING APPROACH WHICH APPLIED TO 8TH GRADE SCIENCE AND TECHNOLOGY CLASSES ON STUDENTS’ ACADEMIC ACHIEVEMENT
description	Brain-based learning approach, which emphasized feelings, thematic instruction, differentiated learning, movement and use of mental models have been applied with more systematic way in recent years. Based on this identification, the purpose of the study was to examine the effect of brain-based learning approach on achievement in 8th grade students’ science classes. The pre/post-test control group research model was used in this study. In the experimental pattern, dependent variables were the student’s achievement. Independent variables on the dependent variables examined in this brain-based learning approach applied to the students and teaching methods that are contained in the applicable science and technology curriculum. The research was conducted with one expremental group and two control groups in 2011-2012 academic years. Totally 57 students, 19 in experimental group, 19 in each control groups participated in this research. The study took place during the teaching of ‘cell
format	article
author	Özlem AFACAN Erkan AKYÜREK
author_facet	Özlem AFACAN Erkan AKYÜREK
author_sort	Özlem AFACAN
title	THE EFFECT OF BRAIN-BASED LEARNING APPROACH WHICH APPLIED TO 8TH GRADE SCIENCE AND TECHNOLOGY CLASSES ON STUDENTS’ ACADEMIC ACHIEVEMENT
title_short	THE EFFECT OF BRAIN-BASED LEARNING APPROACH WHICH APPLIED TO 8TH GRADE SCIENCE AND TECHNOLOGY CLASSES ON STUDENTS’ ACADEMIC ACHIEVEMENT
title_full	THE EFFECT OF BRAIN-BASED LEARNING APPROACH WHICH APPLIED TO 8TH GRADE SCIENCE AND TECHNOLOGY CLASSES ON STUDENTS’ ACADEMIC ACHIEVEMENT
title_fullStr	THE EFFECT OF BRAIN-BASED LEARNING APPROACH WHICH APPLIED TO 8TH GRADE SCIENCE AND TECHNOLOGY CLASSES ON STUDENTS’ ACADEMIC ACHIEVEMENT
title_full_unstemmed	THE EFFECT OF BRAIN-BASED LEARNING APPROACH WHICH APPLIED TO 8TH GRADE SCIENCE AND TECHNOLOGY CLASSES ON STUDENTS’ ACADEMIC ACHIEVEMENT
title_sort	effect of brain-based learning approach which applied to 8th grade science and technology classes on students’ academic achievement
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/41c158663b914265910a1fb7b2c1fd4f
work_keys_str_mv	AT ozlemafacan theeffectofbrainbasedlearningapproachwhichappliedto8thgradescienceandtechnologyclassesonstudentsacademicachievement AT erkanakyurek theeffectofbrainbasedlearningapproachwhichappliedto8thgradescienceandtechnologyclassesonstudentsacademicachievement AT ozlemafacan effectofbrainbasedlearningapproachwhichappliedto8thgradescienceandtechnologyclassesonstudentsacademicachievement AT erkanakyurek effectofbrainbasedlearningapproachwhichappliedto8thgradescienceandtechnologyclassesonstudentsacademicachievement
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THE EFFECT OF BRAIN-BASED LEARNING APPROACH WHICH APPLIED TO 8TH GRADE SCIENCE AND TECHNOLOGY CLASSES ON STUDENTS’ ACADEMIC ACHIEVEMENT

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