The Effect of Bbl to Success and Retention in Social Studies

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The Effect of Brain- Based Learning to Success and Retention in Social Studies

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ABSTRACT. The purpose of this study was to investigate whether ‘Brain-Based Learning’ has an effect on academic success and retention. The study was conducted in ehit Ali Gaffar Okkan Elementary School, Eski ehir in fall term in 2004-2005 academic years. Experimental design with pre-post test control group model and both qualitative and quantitative data collection methods were used in the study. Findings of study indicate that there was a significant difference between the success and retention of control group and experimental group, experimental group being more successful than the control group. The learners seemed to have positive perspectives on Brain- Based Learning. They seemed to think that Brain- Based Learning provides memorable and enjoyable learning experiences without a need for memorizing content. Key Words: Social Studies Course, Brain-Based Learning Approach

SUMMARY
Purpose and significance: Goals of the course of Social Studies, which reflects many aspects of the real life, entail the adoption of different teaching approaches in the classroom. One of these approaches is ‘Brain-Based Learning’ which holds that learners learn best if they are taught in accordance with brain natural learning system. The purpose of this study was to investigate whether ‘Brain-Based Learning’ has an effect on academic success and retention in Social Studies course. Methods: Experimental design with pre-post test control group model and both qualitative and quantitative data collection methods were used in the study. The following data collection instruments were used; a questionnaire for biographical information, pre and post- tests that were used to measure the learners’ academic success and retention level, lesson- plans, various teaching materials for classroom activities, a questionnaire to gather the learners’ perspectives on Brain Based Learning. The data obtained was analyzed by a computer program SPSS in the study. The arithmetic means and standard deviations were calculated for each group. The data was subjected to t-tests for inter- and between- group comparisons. The significance level was .05. Results: Results showed that there was a significant difference between the success of control group and experimental group, experimental group being more successful than the control group. There was a significant difference in how much information is retained between the control group and the experimental group. The learners seemed to have positive perspectives on Brain- Based Learning. They seemed to think that Brain- Based Learning provides memorable and enjoyable learning experiences without a need for memorizing content. Discussions and Conclusions: This study showed that brain based learning approach has positive effect on academic success of students. Also it can be said that brain based learning approach has positive effect on retention. Students’ responses to open-ended questionnaire showed that brain based learning was an easy, memorable and enjoyable learning for them. Based on the findings of this study, it can be said that brain based learning can be used in Social Studies classes to provide successful and enjoyable teaching-learning process.

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Sosyal Bilgiler Dersinde Beyin Temelli Ö renmenin Akademik Ba arıya ve Ö renmenin Kalıcılı ına Etkisi

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ÖZ. Bu ara tırmanın amacı, ilkö retim yedinci sınıfta Sosyal Bilgiler dersinde beyin temelli ö renmenin akademik ba arıya ve ö renmenin kalıcılı ına etkisini belirlemektir. Deneme modellerinden “ön test-son test kontrol gruplu model”e göre desenlenen ara tırma, 2004–2005 ö retim yılı güz döneminde Eski ehir ehit Ali Gaffar Okkan lkö retim Okulu’nda gerçekle tirilmi tir. Ara tırmada, verilerin toplanmasında nitel ve nicel veri toplama yöntemleri birlikte kullanılarak yöntem çe itlemesine gidilmi tir. Ara tırma sonucunda elde edilen bulgulara göre Sosyal Bilgiler...
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