واقع الممارسات التدريسية المتسقة مع التعلم المستند إلى الدماغ لدى معلمات العلوم للمرحلة المتوسطة من وجهة نظر المشرفات التربويات في المملكة العربية السعودية
This research aims to reveal the reality of teaching practices consistent with brain-based learning among intermediate stage science teachers from the Perspective of Educational Supervisors. The research was based on the descriptive survey method, and the research sample which was (34) science supervisors representing the entire research population in Jeddah. The research was carried out in the first semester of the academic year 1443 AH. one instrument was used in the research (teaching practices scale). The results showed that the reality of teaching practices consistent with brain-based learning among science teachers of the intermediate stage from the point of view of the educational supervisors rated (high) in general, with a mean of (2.43 out of 3.00). The came first question (planning and goals) , with a mean of (2.50 ), and the responses of the sample members of the supervisors on this section were "agreement" , The came second question (implementation) ranked second with a mean of (2.49), and the responses of the sample members of the supervisors on this section were “agreement", In the third place, we find the fourth question )the educational environment( with a mean of )2.48(, and the responses of the sample members of the supervisors on this section were “agreement", and in the fourth and last place we find the third question(evaluation methods), with a mean of (2.24 ) , and the responses of the sample members of the supervisors on this section were "agreement to some extent". the researcher suggested several recommendations, most notably: training science teachers to apply brain-based learning, and emphasizing the role of educational supervision in following up science teachers to examine the extent of their knowledge and informing them of recent trends and developments in teaching such as the theory of brain-based learning. (Published abstract)