The Effects of Brain-Based Learning on Academic Achievement and
Retention of Knowledge in Science Course

http://ejse.southwestern.edu/volumes/v12n1/articles/art1-ozden.pdf

This article from the Volume 12, Number 1 (2008) publication of the Electronic Journal of Science Education discusses a study conducted from 2004-2005 in a school in Kutahya, Turkey. A group of fifth-grade learners were split into two groups, one group receiving a brain-based learning approach while the other received a traditional approach.

The results of the study show that the group exposed to the brain-based approach scored better on a post-experiment assessment and in a retention assessment administered 3 weeks later, the brain-based group scored an average of 14.55 points higher than the group exposed to the traditional approach!

A very inspirational and valuable study that confirms the theories instructional designers work with, when put into practice, are more effective than a traditional approach. Also, the techniques used by the instructors in this study are documented and are a great resource.

Ozden, M. & Gultekin, M. (2008). The Effects of Brain-Based Learning on Academic
Achievement and Retention of Knoweldge in Science Course. Electronic Journal
of Science Education, 12(1). Retrieved on November 15, 2009 from
http://ejse.southwestern.edu/volumes/v12n1/articles/art1-ozden.pdf