Brain-based instruction: Teachers' perceptions and knowledge of brain-based learning strategies
Year: 2015
Type: dissertation
Abstract: Brain-based Instruction: Teachers’ Perceptions and Knowledge of Brain-based Learning Strategies \nby \nLynn Fratangelo \nB.S., M.Ed. \nTexas Tech University, Lubbock \nDr. Sally McMillan, Chair \nThe ever evolving domain of brain-based instruction research has continued to provide educators with useful information concerning the improvement of teaching strategies. Brain-based instruction has become an increasingly popular topic of professional development provided by region service centers across the state as well as in districts. This type of instructional style is one approach for creating a learning environment which is conducive to helping students overcome factors such as stress, poor living conditions, and social angst, and make learning relevant and engaging to them. \nThe purpose of this study was to investigate teachers’ perceptions and knowledge of brain based instruction and their implications in the classroom. In an era of accountability, it is easy and tempting to neglect brain-based instructional strategies in favor of “teaching to the test.” This study’s findings serve as a reminder of the importance of student engagement and interpersonal relationships between the teacher and the students, thus teachers’ planning for instruction should include various brain-based strategies as well as a positive and inviting environment where students feel “safe” and enjoy learning. It is imperative that teachers have continued professional development support for implementing brain-based learning.
Author: Lynn Fratangelo
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2285294048