Anatolian Journal of Teacher

Abstract

In the information age, which is rapidly changing and innovating, theories that adapt to this change and innovation come to the fore in order to raise individuals under the desired conditions and these theories are included in the curriculum. One of these theories is the brain-based (neurophysiological) learning theory. In this context, the aim of the research is to examine the neurophysiological learning perception levels of science teachers. The sample of the study, in which the scanning model was used, consists of science teachers (n=51) working in public/private secondary schools determined by convenient sampling in a district of the province in the Aegean region. The data were collected in the spring semester of the 2019-2020 academic year. In the study, “Personal Information Form” and “Neurophysiological Learning Perception Scale” with a reliability study of 0.95 in the cronbach alpha (α) reliability study created by Sülün, Aydoğdu, Taşçı, and Yiğit (2014) were used as data collection tools. The t-test and anova statistical operations on the collected data were analyzed with the SPSS 26.0 package program. Results; It was found that the neurophysiological learning perception levels of science teachers “good level of perception” were found to be in favor of male teachers according to gender, in favor of seniority according to professional seniority “16-20 years”, in favor of faculty of science/literature according to the type of faculty/school/institute graduated. There is a significant difference in favor of “physics/chemistry/biology (fkb department)” in the sub-dimensions of “Neural Dimension in Mental Processes” and “Structural Functions of the Brain in Mental Processes”, and in favor of “biology teaching” in the sub-dimension of “The Role of the Brain in Learning” according to the department graduated. According to the type of school, there is a significant difference in favor of “private school” in the sub-dimension of “The Role of the Brain in Learning”, there is no significant difference in other sub-dimensions, education level, taking courses related to neurophysiological learning theory during their education, participating in an activity related to neurophysiological learning theory during their education. participation, using the neurophysiological learning theory in science lectures. It was found that there was no significant difference in the dimensions.