The effect of brain-based learning approach to achievement, attitude and retention of knowledge in seventh grade students science classes of elementary school

The purpose of the study was to examine the effect of brain-based learning approach on achievement, attitude and retention of knowledge in 7th grade students? science classes. The pre/post-test control group research model was used in this study. The research was conducted with one experimental group and two control groups in 2005-2006 academic years. Totally 91 7th grade students, 30 in experimental group, 30 and 31 in control groups participated in this research. The study took place during the teaching of ?Do work-Transfer energy? with of the science course. In the experimental group, students were taught according to the brain-based learning approach, while in control groups students were taught according to the traditional methods. All groups were taught three hours per week, twenty four hours in total. An achievement test, an attitude and perception questionnaire and a brain dominance instrument were used to collect data in the research. Before the experimental process, achievement test, attitude and perception questionnaire, logical thinking test and students? science lesson grades were used in order to establish the equivalence of experimental and control groups. Achievement test and attitude and perception questionnaire were given as post test. At the end of the intervention, an interview session was done with randomly chosen five students in the experimental group. Additionally, approximately six months after the intervention, achievement retention test was given to the students. The data were analysed by SPSS (Statictical Package for Social Sciences program version 10.0) and ITEMAN (Item and Test Analysis program version 3.00) software programs. In statistical data analysis, single factor variance analysis (ANOVA) and t-test were used. The results obtained from data analysis are as follows: ? There was a statistically significant difference on achievement in the post test between the experimental group and the control groups, in favor of the experimental group. ? There was a statistically significant difference on attitude in the pos test between the experimental group and the control groups, in favor of the experimental group. ? There was no statistically significant difference on perception in the post test between experimental group and control groups. ? There was a statistically significant difference on achievement permanence between the experimental group and control groups, in favor of the experimental group. Additionally, during the interview session students expressed a highly positive view about the teaching practices that were structured on the brain-based learning approach.