The effect of teaching with activities based on educational neuroscience on student success in science course

The main purpose of this study is to investigate the effect of using educational neuroscience-based activities in science lessons on students' academic achievement and retention. In the study, a quasi-experimental design with pretest-posttest control group, which is one of the quantitative research methods, was used. The study group consists of 69 5th grade students in total, 36 students in the experimental group and 33 students in the control group. In the implementation phase, the "Living World" unit was taught to the experimental group students with the activities developed based on educational neuroscience data, while the control group students were taught using traditional teaching methods. The implementation phase was completed in 13 course hours. The "Living World Achievement Test" developed by the researcher was used as a data collection tool. While the means of the measurement results of the experimental and control groups at different times was anayzed with repeated measures ANOVA, and independent groups t-test was used when evaluating the means between groups. At the end of the application, the effects of activities based on educational neuroscience data on academic achievement and retention of knowledge were analyzed. According to the results of the analysis, a significant difference was obtained in favor of the experimental group in the comparison of the post-test scores of the experimental and control groups, and it was concluded that educational neuroscience-based activities affected learning more positiveky than traditional teaching methods. In the comparison of the retention test scores of the experimental and control groups, significant results were also obtained in favor of the experimental group, and it was determined that educational neuroscience-based activities had a positive effect on the retention. According to the results of the analysis, activities based on educational neuroscience not only make positive contributions to student success in science lessons, but also support the retention.