期刊名称：Eurasian Journal of Physics and Chemistry Education
印刷版ISSN：1306-3049
出版年度：2012
卷号：4
期号：2
语种：English
出版社：Moment Publications
摘要：Abstract The purpose of this study is to investigate the effect of a Brain Based Teaching Method to bring about conceptual change on electricity misconceptions by eighth graders in Jordan. The randomly selected sample (N=357) included students within the Bani Kenanah Directorate of Education-Jordan. One hundred eighty-three (Male = 98, Female = 85) students were instructed using a brain based teaching method whereas one hundred seventy-four (Male = 82, Female = 92) students were instructed using the conventional teaching method. Two instruments were developed: a multiple-choice conceptual test covering only the electricity misconceptions commonly held by eighth grade students and an inventory classifying participants based on their levels of learning process. Data were analyzed using a 2-way ANCOVA and Post Hoc with split file technique with a significance threshold (α) of 0.05 using the SPSS software package. The results showed that a brain based teaching method surpassed the conventional method in fostering conceptual change regarding electricity misconceptions held by students. However, results also showed that meaningful learners outperformed the in-between and rote learners on the conceptual change for the same misconceptions, with rote learners showing the lowest performance. In earlier results, the study recommended that curriculum developers take into account characteristics of brain learning in the curricula and textbooks they develop . Teachers are encouraged to consider brain characteristics when planning their science lessons. Key Words: Conceptual Change; Brain Based Teaching Method; Students' Levels of Learning Process; Electricity Misconceptions.
关键词：Conceptual Change;Brain Based Teaching Method;Students' Levels of Learning Process;Electricity Misconceptions.
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