Brain-Based Learning Studies in Turkey: A Review for Methodological Analysis

Abstract

Many researches have been conducted about how learning occurs for years. Educators have tried to organize teaching-learning process in accordance with the brain researches and “brain-based learning” concept has emerged. Although neuroscience studies confirm that there is a relationship between brain and learning, it is also stated that making generalizations about how teaching should be in class can be risky. This study is aimed to present a methodological analysis on the brain based studies in Turkey. Teaching activities used in this study have also been analyzed. Accordingly, postgraduate thesis and articles in Turkey were analyzed and evaluated with a rubric according to these categories: the suitability of the method to the research problems, whether the scientific method is applied properly or not (population and sample selection, identification of variables, conducting the experimental process, suitability of the measurement tool to the aim of the research, reliability and validity studies, findings, results and recommendations) and the suitability of findings to the research problems. Criteria were determined for each category in the rubric and rated as poor, fair, and excellent. According to the results, it was found that examined studies were generally evaluated as fair methodologically. Teaching activities were exemplified, weaknesses and strengths of the studies were discussed.