The Effects of Brain-Based Learning on Academic Achievement andRetention of Knowledge in Science Course*

Abstract

The aim of this study is to investigate the effects of brain-based learning in a 5th grade Science course on academic achievement and retention of previously acquired knowledge. This experimental study, which was designed as pre- and post-test control group model, was conducted in 2004-2005 academic year at Kütahya Abdurrahman Paşa Primary School in Kütahya, Turkey. Two classes, namely 5-A and 5-B, were determined as experimental and control groups respectively. The participants of this study were 22 fifth graders from each group. The study lasted 11 days for a total of 18 class hours. During the research process, the experimental group was administered a brain-based learning approach, while the control group was administered a traditional teaching approach. Analysis of post-test and retention level tests revealed a significant difference between the groups favoring brain-based learning. Correspondence should be addressed to Muhammet Ozden (Email: