The examination of science teachers neurophysiologic learning perception levels

The aim of this research is the neurophysiological learning perception levels of science teachers and their gender, professional seniority, graduated faculty/school/institute, graduated department, education level, type of school, taking courses on neurophysiological learning theory during their education, during their undergraduate education. The aim of this study is to examine whether participation in an activity related to neurophysiological learning theory differs in terms of the variables of using neurophysiological learning theory in science teaching. Scanning model was used in the study. The universe of the study was limited to science teachers working in public/private secondary schools in a province in the Aegean region in the 2019-2020 academic year. The sample consists of science teachers (n=51) working in public/private secondary schools determined by convenient sampling in a district of the province located in the Aegean region. The data were collected in the spring semester of the 2019-2020 academic year. "Personal Information Form" and "Neurophysiological Learning Perception Scale" were used as data collection tools in the study. The t-test and anova statistical operations on the collected data were analyzed with the SPSS 26.0 package program. Results; In the sub-dimension "Role of the Brain in Learning", the neurophysiological learning perception levels of the science teachers (good level of perception) were the highest (perception at a very good level), the lowest in the "Structural Functions of the Brain in Mental Processes" (good level of perception), and the lowest in the "The Role of the Brain in Learning" sub-dimension. In the "Neural Dimension" sub-dimension (good level of perception) the result was determined. It was determined that there was a significant difference in favor of male teachers in the sub-dimensions of "Neural Dimension in Mental Processes", "Role of the Brain in Learning" and "Structural Functions of the Brain in Mental Processes" according to the neurophysiological learning perception levels of science teachers. It has been determined that there is a significant difference in favor of (16-20) years of seniority in the sub-dimensions of "Neural Dimension in Mental Processes", "Role of the Brain in Learning" and "Structural Functions of the Brain in Mental Processes" according to their professional seniority in the neurophysiological learning perception levels of science teachers. It has been determined that there is a significant difference in favor of science/literature faculty in the sub-dimensions of "Neural Dimension in Mental Processes", "Role of the Brain in Learning" and "Structural Functions of the Brain in Mental Processes" according to the type of faculty/school/institute from which science teachers' neurophysiological learning perception levels are graduated. The neurophysiological learning perception levels of science teachers were significant in favor of physics/chemistry/biology (fkb department) in the sub-dimensions of "Neural Dimension in Mental Processes" and "Structural Functions of the Brain in Mental Processes", and in favor of biology teaching in the sub-dimension of "The Role of the Brain in Learning" according to the department they graduated from. a difference was found. It was determined that there was no significant difference in all sub-dimensions of science teachers' neurophysiological learning perceptions according to education level. It was determined that there was a significant difference in favor of private school in the sub-dimension of "Role of the Brain in Learning" according to the type of school in which science teachers' neurophysiological learning perceptions were studied, but there was no significant difference in other sub-dimensions. It has been determined that there is no significant difference in all sub-dimensions of science teachers' neurophysiological learning perceptions according to the variable of taking a course related to neurophysiological learning theory during their education. It was determined that there was no significant difference in all sub-dimensions of science teachers' neurophysiological learning perceptions according to the variable of participating in an activity related to neurophysiological learning theory during their education. It was determined that there was no significant difference in all sub-dimensions of science teachers' neurophysiological learning perceptions according to the variable of using neurophysiological learning theory in science teaching. Keywords: brain-based (neurophysiological) learning, neurophysiological learning perception, science teacher, science education, science lesson