شبكة المعلومات العربية التربوية

The aim of this study was to explore the effectiveness of using a proposed instructional program based on brain-based learning in the achievement of scientific concepts, development of scientific inquiry skills and cognitive independence among intermediate-stage students in science. The study sample consisted of (72) intermediate third-grade students in Taif, who were randomly assigned to two groups; a control group who studied science using the usual method, and an experimental group who studied the same subject using the proposed instructional program based on brain-based learning. Three instruments were used after verifying their validity and reliability: achievement test of scientific concepts, scientific inquiry skills scale and cognitive independence scale. The results revealed the effectiveness of the proposed instructional program in the achievement of scientific concepts, the development of scientific inquiry skills and cognitive independence. It was found that there was a statistically significant difference at (α≤0.05) between the mean scores of the experimental and control groups in the total and subtotals of the achievement test of scientific concepts in favor of the experimental group. There was statistically significant difference at (α≤0.05) between the mean scores of the experimental and control groups in the scientific inquiry skills scale as a whole and in each skill in favor of the experimental group. There was also a statistically significant difference at (α≤0.05) between the mean scores of the experimental and control groups in the cognitive independence scale in favor of the experimental group who studied using the proposed instructional program. In the light of these findings, the study recommended adopting brain-based learning in the learning environments of science education for elementary school students. The study also recommended encouraging science teachers to use brain-based learning during their teaching due to its effectiveness in developing scientific inquiry skills and cognitive independence. (Published abstract)