The Effect of a Brain-Based Teaching Method on Conceptual Change in Students' Understanding of Electricity


Abstract views: 277 / PDF downloads: 189

Authors

Keywords:

Conceptual change, Brain-based teaching method, Students' levels of learning process, Misconceptions regarding electricity

Abstract

The purpose of this study was to investigate the extent to which a Brain-Based Teaching Method could correct misconceptions and change eighth grade Jordanian students’ understanding of concepts of electricity. The randomly selected sample (N=357) included students from the Bani Kenanah Directorate of Education in Jordan. A brain-based teaching method was used to instruct 183 students (98 male and 85 female), while conventional teaching method was used to instruct 174 students (82 male and 92 female). Two instruments were developed: a multiple-choice test of the misconceptions of electricity commonly held by eighth grade students and an inventory that classified participants based on students’ levels of learning process. Data analyses used the SPSS software package to perform a 2-way ANCOVA and post hoc tests with the split file technique at an α level of 0.05. The results indicated that the brain-based teaching method surpassed conventional method in correcting misconceptions and changing students’ concepts of electricity. However, the results also demonstrated that meaningful learners outperformed in-between and rote learners with regard to conceptual change and that rote learners exhibited the poorest performance. Study results, which were consistent with earlier findings, suggest that curriculum developers should take characteristics of brain learning into account in developing curricula and textbooks and those instructors should consider brain characteristics when planning science lessons.

References

Alexopolou, E. & Driver, R. (1996). Small group discussion in physics: peer interaction modes in pairs and fours. Journal of Research in Science Teaching, 33(10), 1099-1114.

Ashab, N. (2001). Use an analogy method to modify the misconception for the constant electrical current to the tenth grade students. Unpublished Doctoral Thesis, Yarmouk University, Irbid, Jordan.

Ausubel, P.D. (1978). In defense of advance organizers: A replay to the critics, Review of Educational Research, 48(2), 251-257.

Ausubel, D.P. (2000). The acquisition and retention of knowledge. Boston, MA: Kluwer.

Bascones, J. & Novak, J.D. (1985). Alternative instructional systems and the development of problem-solving skills in physics. European Journal of Science Education, 7(3), 253-261.

Bawaneh, A., Zain, A.N.M. & Ghazali, M. (2010). The effective of conflict maps and the v-shape teaching method in science conceptual change among eight-grade students in Jordan. International Educational Studies, 3(1), 96-108.

Bawaneh, A., Zain, A.N.M. & Salmiza, S. (2010a). Investigating students' preferable learning styles based on Herrmann's whole brain model for the purpose of developing new teaching method in modifying science misconceptions. Educational Research, 1(9), 363-372.

Bawaneh, A., Zain, A.N.M. & Salmiza, S. (2010b). Radical conceptual change through teaching method based on constructivism theory for eight grades Jordanian students. The Journal of International Social Research, 3(14), 131-147.

Bawaneh, A., Zain, A.N.M. & Salmiza, S. (2011). The effect of Herrmann whole brain teaching method on students' understanding of simple electric circuits. European Journal of Physics Education, 2(2), 1-22.

Baz, T., & Bawaneh, A. (2008). The effect of using conflict maps as an instructional tool in changing alternative conceptions of eight grade students in science in the Hashemite Kingdom of Jordan. The Educational Journal, 22(87), 149–189.

Bloom, B. S. (1956). Taxonomy of educational objectives, the classification of educational goals – Handbook I: Cognitive Domain, New York: McKay.

Bull, K.S., Montgomery, D. & Kimball, S.L. (2000). Student learning styles and differences instruction. In K.S Bull, D.L Montgomery and S.L Kimball (Eds. Quality university instruction online: An Advanced Teaching Effectiveness Training program-An Instructional Hypertext. Stillwater, Oklahoma state University. http://home.okstate.edu/homepages.nsf/toc/educ5910iep5. Retrieved date: 19.10.2008

Caine, R.N. & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.

Caine, R.N., Caine, G., McClintic, C. & Klimek, K. (2005). 12 Brain/mind learning principles in action. Thousand Oaks, CA: Corwin Press.

Cohen, J.W. (1988). Statistical power analysis for the behavioral sciences. (2nd Ed.). Lawrence Erlbaum Associates. Hillsdale, NJ, USA.

Connell, J.D. (2005). Brain-based strategies to reach every learner. Broadway, NY. Scholastic, Inc.

Crocker. I. & Algina, J. (1986). Introduction to classical & modern test theory. New York Holt. Rinehart & Winston.

Evans, J. (2007). Understanding thinking. Custom Books Publishing.

George, D. & Mallery, P. (2000). SPSS for windows step by step. Allyn & Bacon. Massachusetts, USA.

Herrmann, N. (1988). The creative brain. Brain Books. Lake Lure, NC, USA.

Jaber, R. (2004). The effected of the computer aided teaching method on the conceptual change process for eighth grade science pupils of light topics. Unpublished Master Thesis, Yarmouk University, Jordan.

Jensen, E. (1996). Brain-based learning. Del Mar, CA: Turning Point Publis.

Jensen, E. (2008). A fresh look at brain-based education. Phi Delta Kappan, 89(06), 409-417.

Kaufman, E.K., Robinson, J.S., Bellah, K.A., Akers, C., Wittler, P.H. & Martindale, L. (2008). Engaging students with brain-based learning. Techniques, 83(1), 50-55.

Kovalek, S. & Olsen, K.D. (2000). Exceeded expectations. 1,2,3, educational book's Dar for publication, translation by Dhahran's schools. Saudi Arabia.

Lewis, E.L. & Linn, M.C. (2003). Heat energy and temperature concepts of adolescents, adults and experts: Implications for curricular improvement. Journal of Research in Science Teaching, (40), 155–175.

Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Gregory, K.D., Smith, T.A., Chrostowski, S.J., Garden, R.A. & O'Connor, K.M. (2000). TIMSS 1999 International Science Report: Findings from IEA's Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Chestnut Hill, The International Study Center, Lynch School of Education, Campion Hall 332, Boston College, Chestnut Hill, MA 02467, USA.

Martin, M.O., Mullis, I.V.S. Gonzalez, E.J. & Chrostowski, S.J. (2004). TIMSS 2003 International Science Report: Findings from IEA's Repeat of the Third International Mathematics and Science Study at the Eighth Grade. TIMSS & PIRLS International Study Center, MA: Lynch School of Education, Boston College, Boston College, Chestnut Hill, MA 02467,USA.

Martin, M.O., Mullis, I.V.S., Foy, P., Olson, J.F., Erberber, E., Preuschoff, C., Galia, J.

(2008). TIMSS 2007 International Science Report: Findings from IEA's Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, Boston College, Chestnut Hill, MA 02467, USA.

Mulhall, P. & Gunstone, R. (2008). Views of physics held by physics teachers with differing approaches to teaching physics. Research in Science Education, 38(4), 435-462.

Nawafleh, W. (2008). The effect of learning styles and matching instructional approaches on the immediate and retention achievement in chemistry on the 9th grade students. Unpublished Doctoral Thesis, Yarmouk University, Jordan.

Ngah Razali, S., Siow, H.L., Wong, H.H., Lim, M.M., Lew, T.S., Lee, V.M., Lim, L.F. & Daniel, E. (1996). Menilai pencapaian, minat dan kreativiti pelajar. PIER Research Report, Faculty of Education, University of Malaya.

Novak, J.D. & Gowin, D.B. (1984). Learning how to learn, Cambridge University Press., New York. USA.

Novak, J.D. (1991). Clarify with concept maps. Science Teacher, 58(7), 44-49.

Obeidat, D. & Abu Al-Sameed, S. (2007). Brain, teaching, and thinking, (1st Ed.), Dar Alfiker, Amman, Jordan.

Obeidat, H. (2000). The effect of using the cooperative learning strategy and conceptual map to understand the concepts in ninth grade students in science. Unpublished Master Thesis, Jordan University, Amman, Jordan.

Odeh, A. (1993). Measurement and evaluation in the learning process. (1st Ed.). Irbid: Dar Al-Amal. Amman, Jordan.

OECD (2009). PISA 2006 Technical Report, OECD Publications.

Okebakola, P.A. (1990). Attaining meaningful learning of concepts in genetics and ecology: An examination of the potency of the concept- mapping technique. Journal of Research in Science Teaching, 27(5), 493-504.

Pallant, J. SPSS Survival Manual. (3rd Ed.). Open University Press. New York. USA.

Rutherford, F.J. (1990). Science for all Americans. Oxford university press. USA.

Salamat, M. Kh. (2010). The impact of teaching Science using the scientific activities methodology on the achievement of eighth grade students, who have different mental capacities of the scientific concepts and the scientific attitudes development. Paper presented in the international Conference "Education in a Changing World", The Hashemite University, Zarqa, Jordan.

Salmiza, S. (2010). The effectiveness of brain based teaching approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics. Proceedings 2nd Paris International Conference on Education, Economy and Society, 3, 174-185.

She, H.C. (2003). Maximizing Science Learning through Matching Students' learning preference with Teachers' Teaching Paper presented to 4th ESERA Conference in Netherlands: Research and the Quality of Science Education. http://www1.phys.uu.nl/esera2003/Programme/pdf/261S.Pdf. Retrieved date: 10 February 2008.

She, H.C. (2005). Promoting students' learning of air pressure concepts: The interrelationship of learning approaches and student learning characteristics. The Journal of Experimental Education, 7(1), 29-51.

Shorman, S. (2006). The effect of using McCarthy teaching method on 8th graders' Acquisition of scientific concepts and their attitudes towards science in king Abdullah the 2nd for Excellence Schools. Master Thesis (Unpublished), Yarmouk University, Jordan.

Sidin, R. (2003). Pembudayaan Sains dan Teknologi: Satu Cadangan Piawai. Jurnal Pendidikan Malaysia, 28, 47–63. (in Malay)

Slaity, W. (2008). Learning Based on the brain, (1st Ed), Dar Al-Fikr, Amman, Jordan.

Sousa, D.A. (2006). How the brain learns. Thousand Oaks California. Corwin Press.

Sprenger, M. (2007). Becoming a “wiz” at brain-based teaching. Thousand Oaks, California. Corwin Press.

Sultan, A. & Jones, M. (1995). The effect of computer visual appeal on learners motivation. (Report No. IR017641). Eyes on the futer; Chicago, IL, October 18-22, ERIC Document Reproduction Service No. ED391488.

Syed Zin, S.M. (2003). Reforming the Science and Technology Curriculum: The Smart School Initiative in Malaysia. Prospects, 33(1), 39–50.

Syed Zin, S.M. & Lewin, K.M. (1993). Insight into science education: Planning and policy priorities in Malaysia. Laporan Kajian Bersama Kementerian Pendidikan Malaysia dan International Institute for Educational Planning, UNESCO. Paris: IIPP’s Printshop.

Tate, M.L. (2007). Shouting won’t grow dendrites. Thousand Oaks, California. Corwin Press.

Tsai, C.C. (2003). Using a conflict map as an instructional tool to change student alternative conceptions in simple series electric–circuits. International Journal of Science Education, 25(3), 307-327.

Van Rossum, E.J., & Schenk, S.M. (1984). The relationship between learning conception, study strategy, and learning outcome. British Journal of Educational Psychology, 54(1), 73-83.

Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Unpublished Master Thesis, Harvard University Press.

Wasserman, L.H. (2007). The correlation between brain development, language acquisition, and cognition. Early Childhood Education Journal,34(6), 415-418.

Watkins, D. (1983). Depth of processing and the quality of learning outcomes. Instructional Science, 12(1), 49-58.

Watkins, D., Reghi, M. & Astilla, E. (1991). The Asian-learner-as-rote-learner stereotype: Myth or reality? Educational Psychology, 11(1), 21-34.

Downloads

Published

08/19/2012

How to Cite

Ali Bawaneh, A. K., Md Zain, A. N., Saleh, S., & Kanesan Abdullah, A. G. (2012). The Effect of a Brain-Based Teaching Method on Conceptual Change in Students’ Understanding of Electricity. International Journal of Physics and Chemistry Education, 4(2), 79–96. Retrieved from https://ijpce.org/index.php/IJPCE/article/view/97