فعالية برنامج تدريبي قائم على نظرية التعلم المستند إلى الدماغ في تنمية الممارسة الصفية المتناغمة لدى معلمات العلوم أثناء الخدمة و أثره على التنظيم الذاتي لتعلم تلميذاتهن

Abstract EN

The research aims at defining the efficacy of a training program established upon brain-based learning theory in developing class practice harmonious with the brain in–service science female teachers, cycle 2, of basic-education (5-10) and identifying its impact on grade 9 female students’ self-regulated learning.

To achieve the above-mentioned aim, a one-group experimental design with study instrument pre-test was used.

Then, 14 sessions and instrument post-test were applied as well.

The sample data consisted of 20 science female teachers from South Batinah governorate, Sultanate of Oman and 510 grade 9 female students of basic education.

The study was conducted over a whole academic semester.

Practicum checklists harmonious with brain-based learning was designed which consisted of 22 criteria following into four categories.

Their validity and reliability were checked.

A self-regulated learning measurement was also designed comprising od 34 criteria in five dimensions.

Results indicated the existence of statistically significant differences between pre-and post-test results for class practice checklist for science female teachers, between pre-and post-test results for basic education grade 9 students’ self-regulated measurement, whose teachers were trained in this program.