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Engaging Students with Brain-Based Learning
... Furthermore, the findings of the current study support Kaufman et al 30 confirming that principles such as creating specific patterns, using the brain's natural learning tendencies, and engaging in active participation are essential factors that contribute to better performance. Regarding the social brain, eliciting emotion, and developing thinking skills as effective determinants for brain-based language learning instruction, the empirical findings corroborate the principled findings by Hileman 31 and Tate, 32 who offered tips for engaging the brain and implementing strategies that potentiate brain-based learning. ...
Background: Recent advances in cognitive neuroscience have provided inspiring opportunities for the current understanding of the language-learning process and its neurological underpinnings. To date, several brain studies investigating the structure and functions of the language-learning process have provided reasonable explanations for biological aspects of language acquisition in addition to behavioral elucidations. Brain-related studies can provide valuable learning information for teachers to apply in classrooms. Accordingly, the current study investigated the impact of brain-based language instruction on medical students’ English-speaking skills. Methods: A quantitative quasi-experimental approach with a control group, using a pre-test/post-test format with a four-month follow-up in brain-based language instruction, was used for this study. To test the hypotheses underpinning this research, 64 medical students (40 women and 24 men) in a required course in general English in the Department of Foreign Languages at the Islamic Azad University of Kerman participated in this study during the 2021-2022 academic year. Pre- and post-tests of speaking skills were administered to ascertain differences in participants from the beginning to the end of the study. Results: Analysis revealed that the experimental group, who received treatment in the form of a brain-based teaching approach, improved considerably in their speaking skill from the pre-test to the post-test (P<0.01). Although the control group improved from the pre-test to the post-test, the improvement was not significant, nor was it as large as the progress in the experimental group. Conclusion: In brief, a collaboration between medicine and education elevates both fields of study and illuminates the process of language learning regarding the structural and functional operation of the brain. Findings around the new trend of brain network connectivity have paved the way for educational curricula to use teaching methods, materials, and tasks compatible with cognitive brain functions, potentially fostering learners in general and medical students in particular to reap the result.
... Among the advantages of this method, it is seen that permanent learning, addressing everyone and providing experience opportunity are the first ones that come to mind. It has been observed in different studies that there are situations similar to the codes specified in open coding (Kaufman et al., 2008;Connell, 2005). In axial coding, associations were made between the codes. ...
The chapter examines the concept of brain-based learning to bridge the gap between neuropsychology and education while understanding the best way to use our brain for meaningful learning. It suggests learning as a developmental process that enhances in a challenging but less threatening environment. Brain plasticity suggests that repeated exposure to a stimulus in a conducive environment helps in better recall and retrieval, as the repeated exposure allows the formation of new neural connections and strengthening the old ones while engaging in the task. As the application of brain-based learning moves away from the traditional style of learning, it focuses on a more holistic understanding of the process of learning. The chapter talks about applying a brain-based learning model to enhance learning in a stimulating surrounding to explore and stimulate various sense organs and further enhance neural connections. It discusses strategies to incorporate to allow engagement of sensory organs and problem-solve to enhance learning. Another perspective suggests attaching emotion to a situation which leads to forming a meaningful association in our brain. Depending on the strength of this connection, it becomes easier to recall and retrieve the memory. When compared to the traditional style of teaching, brain-based learning has shown to better academic accomplishment.
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