نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری برنامه ریزی درسی، دانشکده علوم تربیتی، واحد خوراسگان، دانشگاه آزاد اسلامی، اصفهان، ایران
2 استادیار دانشکده. علوم تربیتی و روان شناسی. دانشگاه آزاد اسلامی واحد اصفهان
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The present study has determined the effect of brain-based teaching-learning strategies on learning mathematics and experimental science of first grade of elementary school students. The present study was a semi-experimental with a pretest-posttest design with a control group. The statistical population of this study was the all first-grade students of Isfahan in 2017-18 who are studying in the schools of this city at the time of the research. Of these, 34 eligible individuals were selected by two sampling methods placed in two classes in the control and experimental groups. The intervention protocol in this study included 18 strategies for brain-based teaching-learning on the university of Florida brain-based teaching-learning strategies (2016). A Mathematics and experimental science learning checklist were used to collect information. In this study, in order to analyze the data, descriptive statistical methods and inferential statistical methods (ANOVA analysis of covariance tests) were used by SPSS software version 23. The results showed that brain-based teaching-learning strategies have a significant effect on Learn math lessons (P <0.01) But it has no statistically significant effect on students' learning of science lessons (P <0.05). Brain-based teaching-learning strategies do not have a significant effect on science lessons due to the parents' education and family economic class (P <0.05). Thus, instruction of brain-based learning can be utilized as an intervening method in improving the academic performance of students in mathematics.
کلیدواژه‌ها [English]
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