Research Article
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Year 2023, Volume: 5 Issue: 2, 288 - 318, 15.12.2023
https://doi.org/10.48166/ejaes.1379711

Abstract

References

  • Avcı, D. E. (2007). The effect of brain-based learning approach on the academic achievement, attitudes, and retention of knowledge of 7th-grade students in primary education [Unpublished doctoral thesis]. Gazi University.
  • Aydın, S. (2008). The impact of biology education based on brain-based learning theory on academic achievement and attitudes [Unpublished master's thesis]. Gazi University.
  • Aydoğdu, S. (2014). Examination of prospective teachers' neurophysiological perceptions related to learning, behavior, and mental processes [Unpublished master's thesis]. Erzincan University.
  • Baştuğ, M. (2007). The use of the brain-based learning theory in 5th-grade social studies instruction in primary education [Unpublished master's thesis]. Selçuk University.
  • Biller, L. W. (2003). Creating Brain-Friendly Classrooms. Rowman and Littlefield Publishing Group.
  • Bozbağ, İ. (2015). The impact of brain-based learning approach on students' attitudes and academic achievements in secondary school geometry instruction [Unpublished master's thesis]. Gazi University.
  • Buzan, T. (2001). Use Your Head (5th ed.). (Translated by B. Ergüder). Arion Kitabevi.
  • Caine, R. N., & Caine, G. (1991). Making Connections: Teaching and the Human Brain. Association for Supervision and Curriculum Development.
  • Caine, R. N., & Caine, G. (2002). Brain-Based Learning (Translated by G. Ülgen, Turgut, O., Ergen, H., & Uğur, O. Y.). Nobel Publications.
  • Çakıroğlu, S. (2014). The impact of learning styles and brain-based learning approach on students' academic achievement and attitudes in biology class [Unpublished doctoral thesis]. Atatürk University.
  • Çelebi, K. (2008). The effect of the brain-based learning approach on student achievement and attitudes [Unpublished master's thesis]. Selçuk University.
  • Çelebi, K., & Afyon, A. (2011). The effect of brain-based learning approach applied in primary school science lessons on students' achievements. Selçuk University: Ahmet Keleşoğlu Faculty of Education Journal, 31, 169-182.
  • Çengelci, T. (2005). The effect of brain-based learning on academic achievement and retention in social studies class [Unpublished master's thesis]. Anadolu University.
  • Demirel, Ö. (2010). Program Development in Education (13th Ed.). Pegem Akademi.
  • Duman, B. (2015). Why Brain-Based Learning (4th Ed.). Pegem Akademi.
  • Hasra, K. (2007). The effect of learning strategies based on brain-based learning approach on reading comprehension skills [Unpublished master's thesis]. Muğla University.
  • Hebb, D. O. (1949). The Organization of Behavior: A Neuropsychological Theory. New York: Wiley. Retrieved from http://books.google.com.tr/books?id=VNetYrB8EBoCprintsec=frontcoverdq= The+Organization+of+Behavior:+A+Neuropsychological+Theory on July 1, 2023.
  • Hiçyılmaz, Ş. G. (2013). The effect of brain-based learning approach on students' academic achievements and attitudes through the design of a brain-compatible learning environment in social studies instruction [Unpublished master's thesis]. Gazi University.
  • Hodges, J. A. (2013). The Impact of Brain-Based Strategies: One School’s Perspective. Walden University.
  • Hubel, D. H., & Wiesel, T. N. (1965). Binocular interaction in the striate cortex of kittens reared with artificial squint. Journal of Neurophysiology, 28, 1041-1059.
  • İnci, N. (2010). The effect of brain-based learning on academic achievement, attitudes, and memory level in science and technology class [Unpublished master's thesis]. Fırat University.
  • National Scientific Council on the Developing Child (2007). The timing and quality of early experiences combine to shape brain architecture: Working Paper No. 5. Retrieved from www.developingchild.harvard.edu on June 10, 2023.
  • Nelson, C. A., Zeanah, C. H., Fox, N. A., Marshall, P. J., Smyke, A., & Guthrie, D. (2007). Cognitive recovery in socially deprived young children: The Bucharest Early Intervention Project. Science, 318, 1937-1940.
  • Oktay, A. (1999). The Magic Years of Life. Preschool Period. Epsilon Publications.
  • Özaydın Özkara, D. (2020). Preschool teachers' views on brain-based learning. Kastamonu Education Journal, 28(5), 2136-2147.
  • Özden, M. (2005). The effect of brain-based learning on academic achievement and memory level in science class [Unpublished master's thesis]. Anadolu University.
  • Roberts-Perrin, J. K. (2012). A Quantitative Study of Secondary Teachers' Knowledge and Beliefs in the Principles of Brain-Based Learning and the Impact on Instructional Decision. Capella University.
  • Ronis, D. (2007). Brain-Compatible Assessments. Corwin Press.
  • Sadık, S. (2013). The effect of mathematics education based on brain-based learning theory on academic achievement and attitudes [Unpublished master's thesis]. Marmara University.
  • Senemoğlu, N. (2013). Development, Learning, and Teaching (23rd Ed.). Yargı Yayınevi.
  • Shabatat, K., & Al Tarawneh, M. (2016). The impact of a teaching-learning program based on brain-based learning on the achievement of female students in 9th-grade chemistry. Higher Education Studies, 6(2), 162-173.
  • Sikes, S. A. (2009). Applying Brain-Based Teaching Techniques to Great Expectations Methodology. Walden University.
  • Spurzheim, J. C. (1815). The Physiognomical System of Drsgall and Spurzheim (2nd Ed.). Baldwin, Cradock, and Joy.
  • Sülün, A., & Çapanoğlu, F. (2022). Examination of science teachers' neurophysiological learning perceptions. Anadolu Teacher Journal, 6(1), 58-87.
  • Sülün, A., Aydoğdu, S., Taşçı, G., & Yiğit, D. (2014). Development of the Neurophysiological Perception Scale: A tool for measuring prospective teachers' perceptions. Erzincan University Faculty of Education Journal, 16(2), 141-156.
  • Tabachnick, G. B., & Fidell, L. S. (2013). Using Multivariate Statistics (6th Ed.). Pearson.
  • Tortora, J. G., & Grabowski, S. R. (1996). Principles of Anatomy and Physiology. Harper Collins College Publishers

EVALUATION OF PRESCHOOL TEACHERS' NEUROPHYSIOLOGICAL PERCEPTION LEVELS: MERSIN PROVINCE EXAMPLE

Year 2023, Volume: 5 Issue: 2, 288 - 318, 15.12.2023
https://doi.org/10.48166/ejaes.1379711

Abstract

This research, which was conducted to determine the neurophysiological perception levels of preschool teachers towards behavior, learning and cognitive processes, was designed in a screening model. The Neurophysiological Learning Perception Scale (NAÖ) developed by Sülün, Aydoğdu, Taşçı and Şimşek (2014) was used to obtain data in this research, where the sample consisted of 200 pre-school teachers working in official institutions affiliated with the Ministry of National Education in the central districts of Mersin province. In addition, the General Information Form prepared by the researcher was distributed to the teachers. In data analysis, Kolmogorov-Smirnov and Shapiro-Wilk tests were performed to test normality. Mann-Whitney ut-test was used for significance tests between groups, and Kruskal-Wallis Htest was used to compare more than two groups. As a result of the research, the participants considered the information about the brain as valuable information, they did not have sufficient knowledge about neurophysiology, it would be useful for them if they went through education, and that it would be useful in the fields of participation in the lesson, student attitude towards the lesson, permanence in learning and academic success. As a result of the research, it was understood that the participants believed in the positive relationship between the brain and learning, that age and professional experience did not affect neurophysiological perception, but as the level of education increased, a more positive perception occurred.

References

  • Avcı, D. E. (2007). The effect of brain-based learning approach on the academic achievement, attitudes, and retention of knowledge of 7th-grade students in primary education [Unpublished doctoral thesis]. Gazi University.
  • Aydın, S. (2008). The impact of biology education based on brain-based learning theory on academic achievement and attitudes [Unpublished master's thesis]. Gazi University.
  • Aydoğdu, S. (2014). Examination of prospective teachers' neurophysiological perceptions related to learning, behavior, and mental processes [Unpublished master's thesis]. Erzincan University.
  • Baştuğ, M. (2007). The use of the brain-based learning theory in 5th-grade social studies instruction in primary education [Unpublished master's thesis]. Selçuk University.
  • Biller, L. W. (2003). Creating Brain-Friendly Classrooms. Rowman and Littlefield Publishing Group.
  • Bozbağ, İ. (2015). The impact of brain-based learning approach on students' attitudes and academic achievements in secondary school geometry instruction [Unpublished master's thesis]. Gazi University.
  • Buzan, T. (2001). Use Your Head (5th ed.). (Translated by B. Ergüder). Arion Kitabevi.
  • Caine, R. N., & Caine, G. (1991). Making Connections: Teaching and the Human Brain. Association for Supervision and Curriculum Development.
  • Caine, R. N., & Caine, G. (2002). Brain-Based Learning (Translated by G. Ülgen, Turgut, O., Ergen, H., & Uğur, O. Y.). Nobel Publications.
  • Çakıroğlu, S. (2014). The impact of learning styles and brain-based learning approach on students' academic achievement and attitudes in biology class [Unpublished doctoral thesis]. Atatürk University.
  • Çelebi, K. (2008). The effect of the brain-based learning approach on student achievement and attitudes [Unpublished master's thesis]. Selçuk University.
  • Çelebi, K., & Afyon, A. (2011). The effect of brain-based learning approach applied in primary school science lessons on students' achievements. Selçuk University: Ahmet Keleşoğlu Faculty of Education Journal, 31, 169-182.
  • Çengelci, T. (2005). The effect of brain-based learning on academic achievement and retention in social studies class [Unpublished master's thesis]. Anadolu University.
  • Demirel, Ö. (2010). Program Development in Education (13th Ed.). Pegem Akademi.
  • Duman, B. (2015). Why Brain-Based Learning (4th Ed.). Pegem Akademi.
  • Hasra, K. (2007). The effect of learning strategies based on brain-based learning approach on reading comprehension skills [Unpublished master's thesis]. Muğla University.
  • Hebb, D. O. (1949). The Organization of Behavior: A Neuropsychological Theory. New York: Wiley. Retrieved from http://books.google.com.tr/books?id=VNetYrB8EBoCprintsec=frontcoverdq= The+Organization+of+Behavior:+A+Neuropsychological+Theory on July 1, 2023.
  • Hiçyılmaz, Ş. G. (2013). The effect of brain-based learning approach on students' academic achievements and attitudes through the design of a brain-compatible learning environment in social studies instruction [Unpublished master's thesis]. Gazi University.
  • Hodges, J. A. (2013). The Impact of Brain-Based Strategies: One School’s Perspective. Walden University.
  • Hubel, D. H., & Wiesel, T. N. (1965). Binocular interaction in the striate cortex of kittens reared with artificial squint. Journal of Neurophysiology, 28, 1041-1059.
  • İnci, N. (2010). The effect of brain-based learning on academic achievement, attitudes, and memory level in science and technology class [Unpublished master's thesis]. Fırat University.
  • National Scientific Council on the Developing Child (2007). The timing and quality of early experiences combine to shape brain architecture: Working Paper No. 5. Retrieved from www.developingchild.harvard.edu on June 10, 2023.
  • Nelson, C. A., Zeanah, C. H., Fox, N. A., Marshall, P. J., Smyke, A., & Guthrie, D. (2007). Cognitive recovery in socially deprived young children: The Bucharest Early Intervention Project. Science, 318, 1937-1940.
  • Oktay, A. (1999). The Magic Years of Life. Preschool Period. Epsilon Publications.
  • Özaydın Özkara, D. (2020). Preschool teachers' views on brain-based learning. Kastamonu Education Journal, 28(5), 2136-2147.
  • Özden, M. (2005). The effect of brain-based learning on academic achievement and memory level in science class [Unpublished master's thesis]. Anadolu University.
  • Roberts-Perrin, J. K. (2012). A Quantitative Study of Secondary Teachers' Knowledge and Beliefs in the Principles of Brain-Based Learning and the Impact on Instructional Decision. Capella University.
  • Ronis, D. (2007). Brain-Compatible Assessments. Corwin Press.
  • Sadık, S. (2013). The effect of mathematics education based on brain-based learning theory on academic achievement and attitudes [Unpublished master's thesis]. Marmara University.
  • Senemoğlu, N. (2013). Development, Learning, and Teaching (23rd Ed.). Yargı Yayınevi.
  • Shabatat, K., & Al Tarawneh, M. (2016). The impact of a teaching-learning program based on brain-based learning on the achievement of female students in 9th-grade chemistry. Higher Education Studies, 6(2), 162-173.
  • Sikes, S. A. (2009). Applying Brain-Based Teaching Techniques to Great Expectations Methodology. Walden University.
  • Spurzheim, J. C. (1815). The Physiognomical System of Drsgall and Spurzheim (2nd Ed.). Baldwin, Cradock, and Joy.
  • Sülün, A., & Çapanoğlu, F. (2022). Examination of science teachers' neurophysiological learning perceptions. Anadolu Teacher Journal, 6(1), 58-87.
  • Sülün, A., Aydoğdu, S., Taşçı, G., & Yiğit, D. (2014). Development of the Neurophysiological Perception Scale: A tool for measuring prospective teachers' perceptions. Erzincan University Faculty of Education Journal, 16(2), 141-156.
  • Tabachnick, G. B., & Fidell, L. S. (2013). Using Multivariate Statistics (6th Ed.). Pearson.
  • Tortora, J. G., & Grabowski, S. R. (1996). Principles of Anatomy and Physiology. Harper Collins College Publishers
There are 37 citations in total.

Details

Primary Language English
Subjects Sports Science and Exercise (Other)
Journal Section Articles
Authors

Hakan Uzun 0000-0002-1442-2074

Zühal Gizir 0000-0002-8014-8392

Early Pub Date December 12, 2023
Publication Date December 15, 2023
Submission Date October 22, 2023
Acceptance Date November 3, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Uzun, H., & Gizir, Z. (2023). EVALUATION OF PRESCHOOL TEACHERS’ NEUROPHYSIOLOGICAL PERCEPTION LEVELS: MERSIN PROVINCE EXAMPLE. Journal of Advanced Education Studies, 5(2), 288-318. https://doi.org/10.48166/ejaes.1379711

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