أثر تدريس العلوم باستخدام استراتيجيتي التعلم البنائي والتعلم المستند إلى الدماغ في تنمية التحصيل الدراسي لدى تلميذات الصف الرابع الابتدائي
The purpose of study was to investigate the effect of teaching science using the constructivist and brain-based learning strategies in developing the achievement of the fourth-grade students. The experimental method with a quasi-experimental design was used. Three classes were chosen randomly, the experimental, which consisted of 29 students, was taught through brain-based learning, the second experimental, which consisted of 30 students, was taught through constructivist learning. The control group, which consisted of 30 students, was taught through traditional method. To achieve the objectives of the study, the researcher prepared an achievement test in science. Results: The findings showed that there were statistically significant differences at 0.01=α between the mean scores of the first group compared to the other two groups in the post application of the test, in favor of the first experimental group, with a large effect size, and differences between the control group and second group, in favor of the second experimental group. Conclusion: The researcher recommended using both learning strategies in science teaching. (Published abstract)