Effect of Brain Based Learning on Self Regulation Skill and Learning Achievement in Science Among Secondary School Students

Abstract

Brain based learning theory is basically encompasses the functional and structural aspects of newlinehuman brain. Learning will occur till human brain is not inhibited from the normal information newlineprocess. As learning is a natural process it will occur with natural instinct but with respect to newlinedifferent intensity called individual differences. Now the question may arise that, if learning is a newlinenatural phenomena then why learning is not at all same for all? Why individual differences exist newlinein learning? The answer is that, the new learning must compatible with the brain processes. Brain newlineBased Learning (BBL) is the deliberate engagement of various brain compatible instructional newlinetechniques in educational context. This type of learning includes different activities which can newlineengages both right and left hemispheres of brain, which leads meaningful learning experiences as newlinewell as permanent neural connections. newlineThe present study uses constructivist theory as foundation. Gardner s multiple newlineintelligence theory is a constructivist theory (Gardner, 2006; Savitz and Savitz, 2005). According newlineto Jensen, 2008b, Gardner s theory of multiple intelligences is the stepping stone of brain based newlinelearning whereas behaviorists approach of Skinner and Pavlov are the bases of teacher centered newlineinstruction i.e. instruction for control group. The constructivist theoretical perspective of newlineeducation is the foundation for brain based instruction (Bush, 2006). Brain based instruction uses newlineorchestrated immersion as a central component of student learning (Jensen, 2008b). Orchestrated newlineimmersion is using student knowledge as it applies to real life situations (Jensen, 2008b). newline