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مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Psychological and educational research at the end of the 20th century saw important transformations in the learning process, including transformation of the learning process within the brain, the cognitive structure, the ability to process and process information, the patterns of learning and thinking, and how to develop the abilities of brain learners to cope with the age of progress and flow knowledge and knowledge. Thinking is one of the most important processes that distinguish man from other creatures. Thinking is a continuous process in the human brain in order to reach solutions to the problems that face it, and creative thinking, especially, has become the main and modern goals in the educational process.
Hence the role of the educational institution in developing individuals capable of solving unexpected problems, and they have the ability to think about multiple and varied alternatives to renewable situations. Therefore, the trend towards the study of innovation and teaching it has become a global trend because of its positive results and effects in the progress of societies, especially that the challenges of the times call for taking creative positions.
Brain-based learning takes on the assumptions of modern research in neuroscience that our brain learns better if it is left in its nature. Teachers sometimes make mistakes if they expect their students to learn the way they know it. Brain research does not say that old models, methods and pedagogical methods were necessarily wrong, but they show that these methods are not harmonious with the brain and are not the best way to learn the brain. It provides the basis for understanding the teaching methods that help students learn better and become healthier and happier in life. When the brain is fully integrated, students will seek a deeper knowledge of superficial knowledge based on remembering; they will seek dynamic, interactive knowledge. (Nadia Samih al-Salty, 2009, 10)
The theory is characterized by providing a framework for the teaching and learning processes, supported by biological evidence to help explain the learner’s behavior, and allowing teachers to link learning with the students’ real life experiences. And to provide a climate for creative education and take peaceful measures to ensure the growth of the personality traits of innovators who are characterized by their willingness to excel in different aspects of innovation and turn these traits into behavioral methods that characterize the behavior of these individuals.
Problem of The study:
The problem of the current study - the development of the capacity of creative thinking and academic achievement - is occupied by many educators, specialists and parents. It also exists in all educational stages and it is difficult for the teacher to diagnose them. Therefore, these are problems that must be taken care of. And to reduce the increasing dropout rates in education. Therefore, the researcher tries to identify the impact of learning based on the work of the brain in the development of the ability of creative thinking and academic achievement of the late learners and ordinary students of the preparatory stage.
The problem of the current study can be framed in the following main question:
Q: What is the effectiveness of the brain-based program in improving creative thinking abilities (fluency, flexibility, originality, and the total degree of creative thinking), academic achievement for under-achiever, and normal students of the preparatory stage? It is divided into several questions:
Q 1: What is the effectiveness of the brain-based program in improving the thinking abilities (the fluency, flexibility, originality, and the total degree of creative thinking) for under-achiever students in the preparatory stage?
Q2: What is the effectiveness of the brain-based program in improving creative thinking abilities (fluency, flexibility, originality, and the total degree of creative thinking) for normal students in the preparatory stage?
Q3: What is the effectiveness of the brain-based program in improving academic achievement for under-achiever students in the preparatory stage?
Q4: What is the effectiveness of the brain-based program in improving the academic achievement for normal students in the preparatory stage?
Q5: Will the brain-based program continue to improve my thinking abilities (fluency, flexibility, originality, and the total degree of creative thinking) after six months of implementation for under-achiever students in the preparatory stage?
Q6: Will the brain-based program continue to improve the capabilities of creative thinking (fluency, flexibility, originality, and the total degree of creative thinking) after the completion of the application for a period of six months for normal students in the preparatory stage?
Q7: Will the brain-based program continue to improve academic achievement after six months of implementation for under-achiever students in the preparatory stage?
Q8: Will the brain-based program continue to improve academic achievement after six months of implementation for normal students in the preparatory stage?
Objectives of the study:
The procedural objectives of the study can be determined in the following points:
The current research aims at identifying the impact of learning based on the work of the brain in developing the ability of creative thinking and scholastic achievement among the late learners and ordinary students of the preparatory stage. This is the main objective of the study, which was achieved by achieving some sub-goals in this research, including:
1 - Developing the capacity for creative thinking through learning based on the work of the brain in the students of the preparatory stage of the delay of school and ordinary, as everyone has a degree of intelligence also for each individual a degree of creative potential.
2- Development of the educational achievement of students in the preparatory stage of students with academic and delayed delay through the application of learning based on the work of the brain.
3 - Reduce the phenomenon of dropout school by modifying the behavior of students with low achievement and provide appropriate educational conditions to become effective learners.
Significance of the study:
A - Shedding light on the theory of learning based on the work of the brain and its evolution and its impact on the process of teaching and learning in general and based on biological evidence.
B - Shedding light on the phenomenon of delayed school and some of the reasons for treatment and types of this delay.
C - The lack of Arabic studies that use the theory of learning based on the work of the development of creative thinking for under-achiever (for the the researcher).
D- Appling of the theory of learning based on the work of the brain for improving the creative thinking and academic achievement is important for:
1- Students
To create suitable and diverse environments so that he can work better and greater than before presenting multiple strategies, whether cognitive, economic, social, kinetic or physical, all this reflected on the performance of students in the achievement of the school and in their creative ability to the best, which contributes to the treatment of a simple phenomenon of delayed school, which is the most important characteristic of low achievement.
2 - Teachers and curriculum planners
1 - Alerting the teachers that the time of sovereignty of traditional models in education has ended, which has repeatedly killed and performed in the educational institutions, all from the beginning to the university, and was valid in the past but today is not compatible with this era of rapid changes and strong, and sometimes it interferes with the work of the brain as evidenced by recent research findings from the brain.
2 - Contribute to provide some information necessary for curriculum planners to obtain the best level of progress for students by the results of this study, which requires taking into account diversity in the educational strategies and activities and the content of the teaching curriculum when developing educational curricula.
3 - Workers in the field of educational research
1 - The importance of the study in the proposed guidance and research for workers in the field of educational research.
2 - This study is an extension of the theoretical rooting of learning based on the work of the brain, and its role in the educational process and educational applications, where brain research is still needed for further research and study in the field of education in the light of what is indicated by the literature of educational research.
3 - The possibility of contributing the results of this study in the general planning of programs aimed at developing the capacity of creative thinking and academic achievement among the late graduates of the preparatory school in particular.
Limitation of the study:
1- The study was limited to a sample of students divided into two groups, the group of under-achiever (12) students, and the group of Aladiyat and the number of (12) students to become the total sample of the study (24) students of the first grade preparatory school Bosch girls.
2 - The study was limited to the use of the following tools:
1) The test of progressive matrices (prepared by Raven, 1938 and standardized by Fouad Abu Hatab, 1977).
2) The test of rapid neurological survey (prepared and standardized by Abd Elwahab Mohamed Kamel, 2001).
3) Social, economic and cultural level scale developed for Egyptian family (prepared and standardized by Mohamed Bayomy Khalel, 2003).
4) Academic achievement test prepared by the researcher
5) Test the capabilities of Creative thinking prepared by the researcher
6) A program based on brain-based learning prepared by the researcher
The Statistical treatment:
The study used nonparametric statistical treatment because of its suitability for examining the study hypotheses. All statistical treatments were carried out using SPSS.
Methodology:
In this study, the researcher used the experimental semi-experimental method of experimental and control groups for the purpose of the study, which is the effect of the program based on brain-based learning strategies (independent variable) to develop the ability of creative thinking and scholastic achievement. (Dependent variables).
Results of the study:
The findings of the current study can be summarized as follows:
1 - There are statistically significant differences between means of scores of the two groups; (experimental and control) of the sample of the under-achiever of creative thinking (fluency - flexibility - originality - the total degree of creative thinking) after applying program in favor of the experimental group.
2 - There are statistically significant differences between means of scores of the two groups; (experimental and control) of the sample of the normal of creative thinking (fluency - flexibility - originality - the total degree of creative thinking) after applying program in favor of the experimental group..
3- There are statistically significant differences between means of scores of the two groups; (experimental and control) for the sample of the under-achiever for academic achievement after applying program in favor of the experimental group..
4 - There are statistically significant differences between means of scores of the two groups; (experimental and control) for the sample of the normal for academic achievement after applying program in favor of the experimental group...
5- There are no statistically significant differences between means of scores of the experimental group (under-achiever) on post and follow-up tests of the creative thinking (fluency - flexibility - originality - the total degree of creative thinking).
6- There are no statistically significant differences between means of scores of the experimental group (normal) on post and follow-up tests of the creative thinking (fluency - flexibility - originality - the total degree of creative thinking).
7- There are no statistically significant differences between means of scores of the experimental group (under-achiever) on post and follow-up tests of the academic achievement.
8- There are no statistically significant differences between means of scores of the experimental group (normal) on post and follow-up tests of the academic achievement.
The current study findings were discussed and interpreted in terms of review of literature and studies relevant to the study topic. Also, some recommendations and suggested researches were presented as the current study results showed the need for them.