Impact of brain-based teaching on the conceptual understanding of Newton’s laws of motion

• Main Author: Comillo, Rosendo B., III
• Format: text
• Language: English
• Published: Animo Repository 2019
• Subjects: Physics > Study and teaching; Teaching > Psychological aspects; Isaac Newton, 1642-1727; Education; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/7140
• Institution: De La Salle University

With the rise of several educational reforms, Brain-based teaching is deemed to be an effective teaching strategy as it focuses on how the brain could maximize learning. Following a mixed- method approach, this action research aims to examine the impact of Brain-based teaching on the conceptual understanding of grade 8 students of Newton’s Laws of motion. Quantitative data were obtained using a concept test, and worksheets, while qualitative data were gathere using a students’ perception questionnaire (SPIQ), students’ journals, and classroom observation. Quantitative results revealed significant difference between the pretest and posttest scores with a learning gain of 9.35 being the mean of the posttest scores which implies that the learners have increased their understanding of the topic after the intervention. Daily worksheet scores also demonstrated “very good” to “excellent” rating. Further, the SPIQ showed that majority of the learners perceived BBT positively with the highest mean score of 3.6. Finally, the journal entries highlighted three themes manifesting the merits of BBT in the classroom including: enhanced learning through various activities, reflective learning, and insightful learning. These findings indicated that BBT was effective in improving the conceptual understanding of the learners.