Analysis of Brain-based Learning Pattern in Early Childhood Education in Punjab
DOI:
https://doi.org/10.55737/qjss.217004329Keywords:
Early Childhood Education, Brain Based Learning , PatternAbstract
This study investigated teachers' attitudes towards Brain-Based Learning (BBL) in Early Childhood Education (ECE) using a descriptive approach and purposive sampling. Data from 209 teachers in Multan's Government schools where Early Childhood Education being taught were collected through a modified questionnaire based on Shelly Klinek's work (2009), but adapted and modified to align with the Pakistani context and the specific needs of the educational landscape in the region. The analysis of the collected data involved the use of statistical measures such as mean, standard deviation, and chi-square, with the software SPSS employed for the analysis. The findings of the study revealed a generally positive attitude among teachers towards the implementation of BBL in ECE. Moreover, significant mean differences were observed in various demographic factors, including teaching level, academic qualification, professional qualification, and teaching experience, concerning teachers' attitudes towards BBL at the ECE level. Recommendations include educational authorities organizing seminars or workshops focused on BBL in ECE to familiarize teachers, especially new ones, with brain-compatible classroom principles. Targeted professional development opportunities can effectively support teachers in implementing BBL, enhancing learning experiences for young children in early childhood education.
Downloads
References
Aarn. B. (2008). The brain goes to school: Strengthening the education neuroscience connection. Education Canada, 48(4), 55-65. https://www.edcan.ca/articles/the-brain-goes-to-school-strengthening-the-education-neuroscience-connection/
Aziz, Mushtaq, Shafaqat, & Rauf. (2012). Effectiveness of Brain Based Learning Theory on Secondary level students of Urban. Journal of Managerial Sciences. 4(1), 113-121. https://www.academia.edu/4142577/Effectiveness_of_Brain_Based_Learning_Theory_on_Secondary_Level_Students_of_Urban_Areas
Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34(2), 154-166. https://doi.org/10.1016/j.cedpsych.2009.01.001
Denckla, & Cutting. (2006). Constraints on teacher change. Journal of Teacher Education, 37(1), 55–58. https://doi.org/10.1177/002248718603700112
Gajria. (2007). Neuro-mythologies in education. Educational Research, 50(2), 123-133. https://doi.org/10.1080/00131880802082518
Goldman, A. I. (2012). A moderate approach to embodied cognitive science. Review of Philosophy and Psychology, 3(1), 71-88. https://doi.org/10.1007/s13164-012-0089-0
Hall, J. (2005).Neuroscience and education: A review of the contribution of brain Science to teaching and learning. Scottish Council for Research in Education,
Hart, J. W., Stasson, M. F., Mahoney, J. M., & Story, P. (2007). The big five and achievement motivation: Exploring the relationship between personality and a two-factor model of motivation. Individual Differences Research, 5(4), 267- 274. https://psycnet.apa.org/record/2007-18918-003
Hassan. R. W. (2013). Brain Compatible Classroom: An investigation into Malaysia’s Secondary School Science Teachers’ Pedagogical Belief and practices. A thesis submitted in total fulfillment of the requirement for the degree of Doctor of Philosophy. Faculty of Education, La Trobe University, Bundoora, Victoria, 3086, Australia
Jaušovec, N., & Jaušovec, K. (2005). Sex differences in brain activity related to general and emotional intelligence. Brain and Cognition, 59(3), 277-286. https://doi.org/10.1016/j.bandc.2005.08.001
Hayatt. (2007). Brain-based learning: Science teachers’ pedagogical beliefs. Journal of Teaching and Education, 1(2), 273–280.
Hruby. (2011). Modulating emotional responses: effects of a neo-cortical network on the limbic system. Neuroreport 11(1), 43-48. https://doi.org/10.1097/00001756-200001170-00009
Hutchinson, K. B. (2009). The lesson of single-sex public education: Both successful And constitutional. American University Law Review, 50, 1075-1082. https://digitalcommons.wcl.american.edu/cgi/viewcontent.cgi?article=1801&context=aulr
Jensen, E. (2008).Brain-based learning: The new paradigm of teaching (2nd ed.). CA: Corwin Press.
Khakishan, & Khatoon, S. (2017). Teachers’ Awareness about Brain-based Learning at Elementary level. A Thesis of partial fulfillment of M.Phil. degree, Department of Education, National University of Modern Languages, Islamabad, Pakistan
Kiedinger. (2011). Brain-science based cohort studies. Educational Philosophy and Theory, 43(1), 48–55. https://doi.org/10.1111/j.1469-5812.2010.00707.x
Klinek, S. R. (2009).Brain-based learning: Knowledge, beliefs, and practices of college of education faculty in the Pennsylvania state system of higher education. (Dissertation, School of Graduate Studies and Research, Indiana University of Pennsylvania, Pennsylvania).
Kuhn, D. Ed. (2011). Cognitive development. The Journal of Jean Piaget Society. http://www.piaget.org/Journaliindex.html
Lombardi. (2008). Research synthesis on right and left hemispheres: We think with both sides of the brain. Educational Leadership, 40(4), 66–71.
McGruckin, & Ladhani. (2010). Attracting, recruiting and retaining male teachers: policy issues in the male teacher debate, British Journal of Sociology of Education, 25(3), 355-369. https://doi.org/10.1080/0142569042000216990
Melton, L. (2009). Brain-based education: A viable option for struggling readers. http://www.helium.com
Nagarathnamma, B., & Thirumal, V. (2007). Achievement motivation and Academic Achievement of adolescent Boys and Girls. Indian Psychological Review, 68, 131 – 136.
Nagy, G., Trautwein, U., Baumert, J., Köller, O., & Garrett, J. (2006). Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value. Educational Research and Evaluation, 12(4), 323-345. https://doi.org/10.1080/13803610600765687
Nussbaum (2010). A qualitative approach to the study of a teacher‘s beliefs. Journal of Research in Science Teaching, 21(1), 27–38.
Pedder, D., Opfer, V. D., McCormick, R., & Storey, A. (2010). ‘Schools and continuing professional development in England – State of the nation’ research study: Policy context, aims and design. The Curriculum Journal, 21(4), 365-394. https://doi.org/10.1080/09585176.2010.529637
Rawool (2010). Teachers‘ Tools. National Center for Education Statistics, 2(4), 48.
Sadrabad Khalili Asfar, Ghavam Ebrahimi Soghra & Radmanesh Hamideh (2015). The Study of Effectiveness of Brain Based Learning on Self- Regulated Learning among Girl Students of First Grade in High School of Yazd. Biological Forum-An International Journal, 7(2), 61-68.
Saleh, S. (2011). The development and assessment of brain-based teaching approach in the context of form four physics instruction. Proceedings of the Proceeding of 3rd International Conference on Science and Mathematics Education 2009 (COSMED 2009).
Stein, Z., Connell, M., & Gardner, H. (2008). Exercising quality control in interdisciplinary education: Toward an Epistemologically responsible approach. Journal of Philosophy of Education, 42(3-4), 401-414. https://doi.org/10.1111/j.1467-9752.2008.00655.x
Shabatat, K., & Al-Tarawneh, M. (2016). The impact of a teaching-learning program based on a brain-based learning on the achievement of the female students of 9th grade in chemistry. Higher Education Studies, 6(2), 162. https://doi.org/10.5539/hes.v6n2p162
Shrhora Veronika (2017). Brain Based Learning Principles and Strategies in Lower Secondary EFL Classes (Diploma Thesis). Masaryk University Brno, Faculty of Education, Department of English Language and Literature, Brno
Smolinski (2010). Improve students’ learning Using Kolb’s learning cycle to engineering education. Journal of Engineering Education, 79 (5), 291-296.
Uriah Kriegel (2014). Current Controversies in Philosophy of Mind. Taylor & Francis, NewYork, UK.
Stein, Z., & Fischer, K. W. (2011). Directions for mind, brain, and education: Methods, models, and morality. Educational Philosophy and Theory, 43(1), 56-66. https://doi.org/10.1111/j.1469-5812.2010.00708.x
Wilkins, N. J., & Kuperminc, G. P. (2009). Why try? Achievement motivation and perceived academic climate among Latino youth. The Journal of Early Adolescence, 30(2), 246-276. https://doi.org/10.1177/0272431609333303
Wilson, K. M., & Trainin, G. (2007). First-grade students' motivation and achievement for reading, writing, and spelling. Reading Psychology, 28(3), 257-282. https://doi.org/10.1080/02702710601186464
Worden, J. M., Hinton, C., & Fischer, K. W. (2011). What does the brain have to do with learning? Phi Delta Kappan, 92(8), 8-13. https://doi.org/10.1177/003172171109200803
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Uzma Munawar, Saira Jabeen Hashmi, Tasleem Kanwal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
