Effectiveness of a proposed brain-based learning program in developing metacognitive skills in laboratory investigation in Chemistry for Preparatory year students
DOI:
https://doi.org/10.61841/8817dr27Keywords:
Program, Brain-Based Learning Theory,, Laboratory, Investigation, Metacognitive, SkillsAbstract
The present study aimed to identify the effectiveness of a proposed program based on brainbased learning in development of metacognitive skills in laboratory investigation in Chemistry. This study used experimental design based on one experimental group, the sample of the study was randomly selected from 38 students of health track students, Deanship of preparatory year and supporting studies at Imam Abdul Rahman bin Faisal University in Saudi Arabia. The results of the study showed that: - There are statistically significant differences at the level 0.01 between the mean of the pre and post application scores, in the metacognition skills scale in laboratory investigation in chemistry in favor of the post application. -There are no statistically significant differences at the level 0.05 in the metacognitive skills in the laboratory investigation in chemistry due to the style of thinking and education according to the pattern of brain control right hemisphere learner - left hemisphere learner - learner in both halves. In light of the study results, the researcher introduced some recommendations, including: the need to pay attention to the organization of the knowledge structure of students in the laboratory investigation, as well as the need to teach students the procedures of obtaining information.
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