Brain-Based Learning as Perceived by Saudi Teachers and Its Effect on Chemistry Achievement of 7th Graders

Autor/in	Alanazi, Fayadh Hamed
Titel	Brain-Based Learning as Perceived by Saudi Teachers and Its Effect on Chemistry Achievement of 7th Graders
Quelle	In: Journal of Baltic Science Education, 19 (2020) 6, S.864-874 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alanazi, Fayadh Hamed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Foreign Countries; Brain; Science Teachers; Teacher Attitudes; Teaching Methods; Chemistry; Grade 7; Knowledge Level; Science Achievement; Teacher Qualifications; Teaching Experience; Middle School Teachers; Middle School Students; Cognitive Processes; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Gehirn; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; School year 07; 7. Schuljahr; Schuljahr 07; Wissensbasis; Lehrqualifikation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin; Cognitive process; Kognitiver Prozess; Saudi-Arabien
Abstract	This research explored science teachers' perceptions of BBL. Data was collected from 105 Saudi Arabian science teachers via a questionnaire survey, establishing how BBL is viewed and applied, and whether this interrelates with teachers' years of professional experience or qualification level. Furthermore, in a quasi-experiment comprising a single experimental group, a chemistry learning unit was designed using BBL methods and approaches and was delivered to 26 Saudi Arabian Grade 7 students. Pre- and post-lesson measurements of knowledge and achievement were conducted. The findings confirm the arguments in the BBL literature and show that BBL awareness is relatively high and BBL is viewed very positively. The results of the quasi-experimental component show that BBL methods are likely to improve student learning and outcomes. Teacher qualifications and years of experience were unrelated with BBL perceptions. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01