أثر استراتيجية تدريسية قائمة على التعلم المستند إلى أبحاث الدماغ في تنمية الدافعية نحو تعلم العلوم لدى طلبة الصف الثالث الأساسي

Abstract EN

The study aimed to construct a teaching strategy based on brain-based learning research in developing motivation towards science learning among third graders.

The study contained (25) students boys and girls from the third grade in the Primary Omarya School.

The school was chosen purposively and the classes were randomly assigned to tow groups: experimental and control.

To achieve the objectives of the study, the researches prepared an instructional strategy Based on Brain-Based Learning Research.

The researchers also prepared a Scale Motivation Towards Science Learning.

The Scale was test applied to both groups before and after teaching.

The experimental group was learnt according to the suggested teaching strategy and the control group was according to the traditional teaching strategy.

To answer the study question, the researchers used arithmetical means, standard deviation and ANCOVA.

The results of the study showed that there were statistically significant differences at the level of (α = 0.05) between the tow groups due to the effect of the teaching strategy in favor of the experimental group.

In light of the results of the research, the study recommended the adoption of the suggested teaching strategy Based on Brain-Based Learning Research in Developing Motivation Towards Science Learning among Third Graders.