Exploring Brain-Based Strategies in Education

Introduction

Based on the research objectives, the study yielded various themes and subthemes that could be used to answer the research questions. For instance, with regards to the brain-based strategies applied by teachers to enhance metacognition, working memory, and long-term memory, the study identified various subthemes, including reflection, lessons, and self-regulation cognitive load theory and working memory among others. With regards to the brain-based strategies impacting classroom learning, strategies related to students, teachers, and teaching were identified as the main sub-themes. Then lastly, with regards to facilitators and barriers for the application of neuroscience to education, various subthemes such as time, knowledge and teachers involvement emerged as enablers, while subthemes such as time attitude and the system emerged as barriers. The following is a discussion of the themes.

Brain-based strategies for enhancing metacognition working memory and long-term memory

Metacognition

Teachers introduced metacognition lessons to teach students about various metacognitive skills, and the lessons covered different metacognitive skills such as reflection, whereby students learned reflective practices by looking back at their experiences, evaluating them and learning from them. Some respondents commented that they reflected on their performance to understand what could have caused some outcomes. Moreover, to learn metacognitive skills, teachers encouraged the students to practice self-regulation by considering various opportunities and practices that support the ability to control their behaviour.

Working Memory

Another set of strategies emerged under the theme of working memory, whereby the teachers applied cognitive load theory to breakdown the content or the delivery process of subjects of topics they teach in class. Moreover, under the working memory theme, the sub theme of working memory training emerged, whereby the teachers introduced various classroom activities (i.e., memory tasks) to enhance students’ memory.

Long-Term Memory

Under the theme of long-term memory, the subtheme of repetition was identified, whereby teachers repeated the information or the tasks to prolong the students’ memories. Secondly, the teachers engaged the students’ prior knowledge to enable them connect to the new information quickly. Besides, to enhance long-term memory, students were encouraged to participate in self-referencing, whereby they would make connections and think about themselves while listening to the teacher. The last subtheme identified under the theme of long-term memory is spaced learning, whereby the students used keywords to enhance their understanding and schema.

The Impact of Brain-Based Strategies on Classroom Learning Students

The brain-based approach was found to have an impact on the students’ performance, recall enhancement, and attitude. With regards to student’s performance, the study revealed general progress and improvement in the student’s academic performance by minimizing distractions and enhancing their focus on academics. Concerning the subtheme of recall enhancement, the study found that brain-based strategies had an impact on student long-term recall abilities and retention. Lastly, with regards to attitude, the respondents mentioned a positive change of attitude towards learning characterised by students’ acceptance and application of the concepts learned in the classroom.

Teachers

There were a set of sub-themes that emerged under the theme of impacts of brain-based strategies on the teachers. For instance, the strategies were associated with a feeling of trust and confidence among the teachers in terms of their engagement with the students, as well as a sense of self-improvement in terms of learning and gaining more knowledge for their professional practice. Lastly, the teachers associated the brain-based strategies with positive practices such as extensive reading and extensive preparation for the lessons, thereby improving their ability to deliver knowledge to their students.

Teaching

The respondents also mentioned that the brain-based strategies enhanced the teaching process by helping them develop connected teaching through thorough preparation. Moreover, the theme of evidence emerged, whereby teachers could use various forms of evidence, such as student feedback to identify the general progress of the students and adequacy of their knowledge acquisition. Also, under the theme of evidence, it emerged that brain-based strategies make it easier for teachers to observe student progress and to closely monitor if they would want more guidance. The last sub-theme under the theme of teaching is formative assessment, whereby brain-based strategies were associated with practical formative student assessment.

Barriers and of applying Neuroscience Research to Education

Enablers

The study identified various factors such as time, knowledge, and teacher involvement as facilitators for implementing neuroscience informed teaching. With regards to time, some respondents mentioned that the availability of enough time would enable teachers to conduct enough research on brain-based strategies and deliver them most effectively. Knowledge also emerged as a sub-theme, whereby the teacher’s ability to access and translate the knowledge through effective curriculums was associated with the proper delivery of neuroscience informed teaching. Furthermore, it emerged that training and enhancing teacher’s experience on neuroscience told teaching would enhance the teacher’s ability to improve student classroom performance through neuroscience informed teaching. Lastly, the teacher’s involvement through the development of upstream neuroscience knowledge among teachers emerged as another facilitator for implementing neuroscience whereby teachers are encouraged to engage in research and knowledge development of neuroscience informed teaching.

barriers

The respondents also identified various barriers to the implementation of neuroscience informed teaching. Firstly, it emerged that time constraints hindered the teacher’s ability to research and acquire more knowledge of brain-based strategies. Again, time limitations would hinder the teachers from evaluating whether the brain-based strategy would have a positive impact on the students. Secondly, negative attitudes were identified as another barrier to neuroscience informed teaching, whereby teachers may be discouraged due to time constraints or job stresses. Teachers may also develop negative attitudes towards neuroscience informed teaching as a result of the misconceptions held about brain-based strategies or due to the fear of being dictated how to do their jobs. The last barrier identified by the respondents is system failures, whereby the relevant departments may lack the resources or organization needed to implement neuroscience informed teaching effectively. The disorganization may manifest in various ways, including the need to follow the specified instructional goals that might not resonate with the brain-based strategies or a lack of general acceptance within the school management of brain-based strategies.

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