شبكة المعلومات العربية التربوية

The study aimed to identify the impact of brain based learning strategy (BBLS) on developing higher order thinking skills in English reading among female tenth graders. To achieve the aims of the study, the researcher adopted the experimental approach. The researcher designed the following study tools: HOTS reading test, and content analysis card. The sample of the study contained (84) female 10th grade students from (AlJalil School). The sample was divided randomly into two groups: The experimental group which contained (42) female students studied via brain based learning strategy and the control one contained (42) female students who studied via the traditional method. The study results showed that there were statistically significant differences at ( a ≤ 0.05) between the mean score of experimental group and the mean score of the control group in the synthesis skills domain as measured in higher order thinking skills in favor of the experimental group. Also the findings indicated that there were statistically significant differences at (a ≤ 0.05) between the mean score of the experimental group and the mean score of the control group in the evaluation skills domain as measured in higher order thinking skills in favor of the experimental group. Moreover, the results showed that there were statistically significant differences at ( a ≤ 0.05) between the mean score of the experimental group and the mean score of the control group in the creating skills domain as measured in higher order thinking skills in favor of the experimental group. Finally, the study results concluded that the current study proved that using BBLS in teaching English reading comprehension was highly effective and fruitful. In the light of the study results the researcher recommend to enriching the Palestinian English Language curriculum with different activities which depend on thinking skills and practicing it inside and outside the classroom. Also activating the role of brain based learning strategy in changing teachers’ role from instructor who dominates the class into an educator whose role is to facilitate, guide, support, and direct students towards self-learning and student-centered class using BBLS to create effective learning environment. (Author’s abstract)