A CRITICAL APPROACH TO BRAIN-BASED TEACHING

Evrim Ustunoglu ()
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Evrim Ustunoglu: Izmir Ekonomi University

Anadolu University Journal of Social Sciences, 2007, vol. 7, issue 2, 467-476

Abstract: Brain based teaching model takes its place in the world of education with its twelve underlying principles- the brain is a parallel processor, learning and physiology have a mutual interaction, the search for meaning is innate, the brain perceives and creates patterns, emotions and cognition are inseparable, the brain simultaneously perceives parts and wholes, learning involves both focused atten- tion and peripheral perception, learning involves conscious and unconscious processes, the brain has at least two types of memory, the brain understands and remembers best when facts and skills are embedded in natural spatial memory, learning is enhanced by challenge and inhibited by threat, each brain is unique. Although a brain based teaching model has claimed to raise information acquisition and recollection to maximum level, it has generated questions about the originality of this model due to its similarity to other approaches and theories. There is also debate about how research results in the field of neurology can be exploited in the world of education. Another potential drawback is that teachers seem to be unable to follow recent developments in the field and areunable to perceive the use of the model properly. Brain-based teaching model can be used as a developmental guidance dur- ing which environments are enriched, students are away from threat and inner motivation is supported.

Keywords: Brain-based teaching model; critical approach (search for similar items in EconPapers)
JEL-codes: Z00 (search for similar items in EconPapers)
Date: 2007
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