The effect of science teaching with brain-based learning (Neurophysiological) approach in out- of-school learning environments on the academic achievement and metacognitive awareness of secondary school students: Gökmen Space and Aviation Training Center example

Science teaching, which aims to raise individuals who try to define, explain and make sense of the constantly changing and developing world, is generally carried out in three learning environments. These learning environments; classrooms, laboratories and out-of-school spaces. With the aim of raising individuals with the knowledge, skills and equipment needed by the modern world, appropriate learning approaches should be created in suitable learning environments to keep children's research spirit dynamic, to protect their natural curiosity, to develop their ability to ask questions and find solutions to the current problems they face. In the study, the effect of science teaching, which is carried out in a planned manner with the Brain-Based Learning approach in out-of-school learning environments, on the academic success and metacognitive awareness of secondary school students was investigated. The study group consists of 60 sixth grade students studying at a public school in Bursa in the 2023-2024 academic year and forming the experimental and control groups determined by simple purposive sampling method. In the research conducted in a quasi-experimental design with pretest-posttest paired control group, one of the quantitative research methods, while the 6th Grade "Solar System and Eclipses" unit achievements were carried out in the experimental group in line with the principles of Brain Based Learning approach at Gökmen Space Aviation Training Center; In the control group, it was implemented within the framework of the current curriculum with in-class activities. Academic achievement test and metacognitive awareness scale were used as data collection tools. Analyzes of the data obtained from the study were made using SPSS 22.0 program. In the findings, althaugh significant differences were detected in the academic achievement test and metacognitive awareness scale post-test scores in favor of the experimental group; No significant differences were found between the experimental and control groups according to gender.