Abstract:

Brain-based learning [BBL] is a set of principles in which the learning process is based on knowledge about brain structure, its function, and on scientific results in cognitive neuroscience about the most effective and appropriate ways of learning for the brain. That includes structuring an interactive learning environment that respects students' individual characteristics and encourages creativity, conceptual understanding, and connections. Previous research shows the positive effect of BBL on student motivation, working memory development, maintaining the acquired knowledge, and a better understanding of the learned content. By understanding how the brain works, a teacher can improve his or her teaching and develop the abilities and achievements of his or her students. This paper presents the results of the study whose aim was to investigate teachers' knowledge and beliefs about the implementation of brain-based learning strategies in the learning process and the frequency of its implementation in primary science classes and to determine whether there is a correlation between these three variables. The study considered a sample of 207 primary school teachers in Croatia. The results show that primary school teachers have a satisfactory level of knowledge about brain-based learning strategies, but they only occasionally use them. Frontal, traditional teaching in primary Science classes is still widely used, indicating that there is still a robust, traditionally grounded paradigm in the educational process without an adequate shift toward student-centered teaching. The results show that teacher education level is significant for their positive beliefs about implementing new learning strategies. Teachers with master-level qualifications apply BBL statistically significantly more often regarding the teachers with bachelor's degrees. A positive correlation between teachers' knowledge about BBL and the frequency of its application in primary science classes shows the necessity of professional teacher training for acquiring adequate knowledge about this method, which could increase the frequency of its application in teaching practice. Most teachers conclude that they would apply different brain-based learning strategies if there would be more time in the teaching process. This situation requires consideration of possible teaching organization changes and the number of primary Science lessons per week.

Keywords:

Brain-based learning, neuroscience, primary science classes, primary school teachers, teaching strategies for active learning.