Brain-based biology teacher toolkits (B3T2) and effects on knowledge acquisition
This action research focused on the development of a Brain-Based Biology Teacher Toolkit (B3T2) to aid in the improvement of the teaching practice of biology teachers with the use of brain-based learning principles and to improve knowledge acquisition of senior high school STEM students in biology t...
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| 格式: | text |
| 語言: | English |
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Animo Repository
2025
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| 在線閱讀: | https://animorepository.dlsu.edu.ph/etdd_scied/33 https://animorepository.dlsu.edu.ph/context/etdd_scied/article/1045/viewcontent/2025_Retone_Brain_based_biology_teacher_toolkits__B3T2__and_effects_on_knowle.pdf |
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| 總結: | This action research focused on the development of a Brain-Based Biology Teacher Toolkit (B3T2) to aid in the improvement of the teaching practice of biology teachers with the use of brain-based learning principles and to improve knowledge acquisition of senior high school STEM students in biology topics. This teacher toolkit is incorporated with the principles of brain-based learning demonstrated in the 7R’s of brain-friendly teaching as its lesson stages. Hence, the study assessed B3T2’s alignment with brain-based learning principles, its effect on students' knowledge acquisition specifically their conceptual, procedural, and retention knowledge, and its effects on the teaching practice of biology teacher-study participants. A concurrent mixed-method research design was used to gather and analyze both quantitative and qualitative data in a joint display analysis. Results showed that B3T2 adhered to all brain-based learning principles (BBLP) demonstrated more on BBLP 2, 4, 9, and 11 in its development and implementation. The teacher toolkit implementation also significantly enhanced students' conceptual knowledge, procedural knowledge, and retention of biology concepts on the first and second cycle implementation showing the positive effects of brain-based learning integration in a biology class. In addition, teacher-study participants also perceive that they have improved their classroom practice, lesson plan development, and instructional design while implementing the B3T2. Lastly, the study also highlighted the reflections of the researcher in each stage of the study showing positive improvements in his teaching practice associated with the development and implementation of the teacher toolkit. Future recommendations include adding more biology toolkits for the next iteration and proposing a teacher-training framework that will assist other biology teachers in the development and implementation of their own brain-based biology teacher toolkit.
Keywords: brain-based learning, biology, knowledge acquisition, teacher toolkit. |
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