واقع الممارسات التدريسية لمعلمي المرحلة الأساسية في الأردن في ضوء نظريات التعلم المستندة إلى الدماغ
The study aimed to know the reality of the teaching practices of primary school teachers in Jordan in light of the theories of brain-based learning. The study members consisted of teachers of Arabic language and social studies, working in the northeastern Badia education schools. The sample was chosen randomly, as (35) male and female teachers who study Arabic language and (35) male and female teachers who study social studies were chosen. The researcher used the descriptive method in her study. The researcher prepared a note card consisting of (26) paragraphs in its final form. The results of the study showed that the reality of the teaching practices of Arabic language and social studies teachers in light of the brain-based learning theories was of a high degree. The results of the study showed that there were no statistically significant differences (α = 0.05) due to the effect of educational qualification and gender experience on the reality of teaching practices of Arabic language teachers in light of the theories of learning based on the brain. The results of the study also showed that there were no statistically significant differences (α = 0.05) attributed to the effect of educational qualification and the impact of experience on the reality of teaching practices of social studies teachers in light of brain-based learning theories, and the presence of statistically significant differences (α = 0.05) attributed to the effect of gender, in favor of females. The study reached a number of related recommendations: Include Arabic language teachers' guides and social studies models for teaching practices based on theories of brain-based learning. (Author’s abstract)