The Effect of Brain-Based Learning Approach Which Applied to 8th Grade Science and Technology Classes on Students’ Academic Achievement

Brain-based learning approach, which emphasized feelings, thematic instruction, differentiated learning, movement and use of mental models have been applied with more systematic way in recent years. Based on this identification, the purpose of the study was to examine the effect of brain-based learning approach on achievement in 8 th grade students’ science classes. The pre/post-test control group research model was used in this study. In the experimental pattern, dependent variables were the student’s achievement. Independent variables on the dependent variables examined in this brain-based learning approach applied to the students and teaching methods that are 1 Bu çalışma, Yrd. Doç. Dr. Özlem AFACAN danışmanlığında Erkan AKYÜREK tarafından Ahi Evran Üniversitesi Fen Bilimleri Enstitüsü’nde hazırlanan yüksek lisans tezinin bir bölümüdür. 8. Sınıf Fen ve Teknoloji Dersinde Uygulanan Beyin Temelli Öğrenme Yaklaşımının Öğrencilerin Akademik Başarılarına Etkisi 76 contained in the applicable science and technology curriculum. The research was conducted with one expremental group and two control groups in 20112012 academic years. Totally 57 students, 19 in experimental group, 19 in each control groups participated in this research. The study took place during the teaching of ‘cell division and heredity’ with of the science course. In the experimental group, students were taught according to the current science and technology curriculum. As a result, using brain-based learning approach the experimental group's success were found to be significant differences in favor of the experimental group. Brain-based learning approach used in the experimental group's achievement test scores of control groups' achievement was determined to be be statistically significant difference in favor of the experimental group. Also the experimental group which applied to Brain-Based Learning approach is applicable and the control groups which applied to science and technology program did not differ significantly in terms of the achievements of students according to gender.