The effectiveness of brain based teaching approach in dealing with the issue of form four student's newtonian physics conceptual understanding

Abstract

The aim of this study was to assess the effectiveness of Brain Based Teaching Approach in dealing with the issue of student's Newtonian Physics conceptual understanding in the context of Form Four Physics instruction. The technique was implemented due to the Brain Based Learning Principles developed by Caine & Caine (1991, 2005). Jensen (1996) and Sousa (1995). This brain compatible strategy involved specific attention and consideration towards seven main steps; (i) Activation, (ii) Clarify the outcome and paint big picture of the lesson, (iii) Making connection, (iv) Doing the learning activity, (v) Demonstrate student understanding. (vi) Review for student recall and retention I Closure and (vii) Preview the new topic. The effectiveness of the teaching approach within the targeted context would then be assessed in a quasi experimental research approach involving 100 students from two Science Secondary School in the northern peninsular Malaysia. Data collected through the Test of Newtonian Physics Conceptual Understanding was then analyzed descriptively and inferentially. The finding of the research showed that the teaching approach was effective in dealing with the issue mentioned. It was found that students who followed the Brain Based Learning Approach possessed a better Newtonian Physics conceptual understanding compared to students who received conventional teaching method.