Impact of brain-based teaching on the conceptual understanding of Newton’s laws of motion

Date of Publication

8-2019

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Physics

Subject Categories

Education | Physics

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Voltaire M. Mistades

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Raymund B. Bolalin
Socorro E. Aguja

Abstract/Summary

With the rise of several educational reforms, Brain-based teaching is deemed to be an effective

teaching strategy as it focuses on how the brain could maximize learning. Following a mixed- method approach, this action research aims to examine the impact of Brain-based teaching on

the conceptual understanding of grade 8 students of Newton’s Laws of motion. Quantitative data were obtained using a concept test, and worksheets, while qualitative data were gathere using a students’ perception questionnaire (SPIQ), students’ journals, and classroom observation. Quantitative results revealed significant difference between the pretest and posttest scores with a learning gain of 9.35 being the mean of the posttest scores which implies that the learners have increased their understanding of the topic after the intervention. Daily worksheet scores also demonstrated “very good” to “excellent” rating. Further, the SPIQ showed that majority of the learners perceived BBT positively with the highest mean score of 3.6. Finally, the journal entries highlighted three themes manifesting the merits of BBT in the classroom including: enhanced learning through various activities, reflective learning, and insightful learning. These findings indicated that BBT was effective in improving the conceptual understanding of the learners.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG008184

Keywords

Physics--Study and teaching; Teaching--Psychological aspects; Isaac Newton, 1642-1727

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2-16-2025

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