The Effect of Herrmann Whole Brain Teaching Method on Students' Understanding of Simple Electric Circuits
Abstract
The purpose of this study was to investigate the effect of Herrmann Whole Brain Teaching Method over conventional teaching method on eight graders in their understanding of simple electric circuits in Jordan. Participants (N= 273 students; M=139, F=134) were randomly selected from Bani Kenanah region-North of Jordan and randomly assigned to both teaching methods (Hermann Whole Brain Teaching Method =135, Conventional Teaching Method =138). A multiple choice concept test was developed measuring misconceptions commonly held by eight grade students on simple electric circuits. The results showed that Hermann Whole Brain Teaching Method was more successful than the conventional teaching method in fostering students' understanding of simple electric circuits. However, there was no significant differences attributed to gender or interaction between methods and gender on student' understanding of simple electric circuits. The results suggest that curriculum developers and textbook authors are advised to take into account students' learning styles and characteristics of brain parts as illustrated by Hermann Whole Brain Model in the curricula and textbooks they develop. Teachers are also recommended to focus on individual differences among students and respond to their learning styles during science lessons.
References
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Afra, Osta, & Zoubeir, (2007). Students alternative conceptions about electricity and effect of inquiry – based teaching strategies. International Journal of Science and Mathematics Education, (7), 103-132.
American Associated for the Advancement of Science (AAAS). (1989). Literacy goals in science, mathematics and technology, Project 2061: Science for all Americans. Printed in Washington DC: Author, USA.
Ashab, N. (2001). Use an analogy method to modify the misconception for the constant electrical current to the tenth grade students. Master Thesis (Unpublished), Yarmouk University, Irbid, Jordan.
Bawaneh, A., Nurulazam, A., & Ghazali, M. (2010). The effective of conflict maps and the V-shape teaching method in science conceptual change among eight-grade students in Jordan. International Educational Studies, 3(1), 96-108.
Bawaneh, A., Nurulazam, A., & Salmiza, S. (2010a). The relationship between tenth grade Jordanian students' thinking styles based on the Herrmann whole brain model and their track choice for the secondary school level. European Journal of Social Sciences, 14(4), 567- 580.
Bawaneh, A., Ahmad Nurulazam., & Salmiza, S. (2010d). Investigating students' preferable learning styles based on Herrmann's whole brain model for the purpose of developing new teaching method in modifying science misconceptions. Educational Research (ISSN: 2141-5161), International Research Journals, 1(9) 363-372.
Baz, T. & Bawaneh, A. (2008). The Effect of using conflict maps as an instructional tool in changing alternative conceptions of eight grade students in science in the Hashemite kingdom of Jordan. The Educational Journal, 87(22), 149 – 189.
Bell, J. A. (1998). Problems in statistics: Learning style, age, and part-time students. Education, 118 (4), 526-528.
Cepni, S., & Keles, E. (2006). Turkish students' conceptions about the simple electric circuits. International Journal of Science and Mathematics Education, 4(2), 269-291.
Cuthbert, P. F. (2005). The student learning process: Learning styles or learning approaches. Teaching in higher education, 10 (2), 235-249.
Delaney, A. E. (2002). Better teaching model? Middle school science classroom using 4mat instructional strategy vs. lessons created without this model. Master Thesis, University
of North Texas. See also [Online]. [Accessed 16 February 2009]. Available from the World Wide Web: http://www.library.unt.edu/theses/open/20022/delaney_alice/
Demirci, N., & Çirkinoglu, A. (2004). Determining students’ preconceptions/ misconceptions in electricity and magnetism. Journal of Turkish Science Education, 1(2), 51 – 54.
Felder, R. M. (1993). Reaching the second tier: Learning and teaching styles in college science education. J. College Science Teaching, 23 (5), 286-290.
Herrmann, N. (1988). The creative brain. Lake Lure, NC: Brain Books.
Herrmann, N. (1989). The creative brain. Lake Lure, Brain Books, North Carolina, USA.
Herrmann, N. (2000). The theory behind the HBDI and whole brain technology. [Online]. [Accessed 19 February 2010]. Available from the World Wide Web: http://www.docin.com/p-90989057.html
Ipek, H., & Calik, M. (2008). Combining different conceptual change methods within four-step constructivist teaching model: A sample teaching of series and parallel circuits. International Journal of Environmental & Science Education, 3(3), 143-153.
Lewis, E. L., & Linn, M. C. (2003). Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements. Journal of Research in Science Teaching, 40(S1), 155-175.
Lister, D. O. (2005). Effects of traditional versus tactual and kinesthetic learning-style responsive instructional strategies on Bermudian learning–support sixth- grade students' social studies achievement and attitude test scores. Research for educational reform, 10(2).
Massad, M., Abdallat, W., & Mdaanat, H. (2002). Manuals for teachers of science to address the errors in the learning of students in light of their findings to the questions the study of the third international mathematics and science (TIMSS-R). Ministry of Education in Jordan. Management curricula and textbooks, school printing presses, Amman, Jordan.
Martin, M. O., Mullis, I. V., Gonzalez, E. J. Gregory, K. D. Smith, T. A. Chrostowski, S. J., Garden, R. A., & O'Connor, K. M. (2000). TIMSS 1999 international science report: Findings from IEA's repeat of the third international mathematics and science study at the eighth grade. Chestnut Hill, The International Study Center, Lynch School of Education, Campion Hall 332, Boston College, Chestnut Hill, MA 02467, USA.
Martin, M. O., Mullis, I. V. S. Gonzalez, E. J. & Chrostowski, S. J. (2004). TIMSS 2003 international science report: Findings from IEA's repeat of the third international mathematics and science study at the eighth grade. TIMSS & PIRLS International Study Center, MA: Lynch School of Education, Boston College, Boston College, Chestnut Hill, MA 02467,USA.
Martin, M. O., Mullis, I. V.S., Foy, P., Olson, J F., Erberber, E., Preuschoff, C., & Galia, J. (2008). TIMSS 2007 international science report: Findings from IEA's repeat of the third international mathematics and science study at the eighth grade. Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, Boston College, Chestnut Hill, MA 02467,USA.
National Research Council: (NRC). (1996). Third international mathematics and science study. US National Research Center, Lansing, MI.
Nawafleh, W. (2008). The effect of learning styles and matching instructional approaches on the immediate and retention achievement in chemistry on the 9th grade students. Doctoral Thesis (Unpublished), Yarmouk University, Irbed, Jordan.
Obeidat, H. (2000). The effect of using the cooperative learning strategy and conceptual map to understand the concepts in ninth grade students in science. Master Thesis (Unpublished), Jordan University, Jordan, Amman.
O'deh, A. (1993). Measurement and evaluation in the learning process. (1st Ed.), Dar AL-Amal, Irbed, Jordan.
Qudah, A. (2009). The effect of teaching using the McCarthy method on the biology achievement for the fourth learning styles of tenth female graders in Ajloun. Master Thesis (Unpublished), Yarmouk University, Irbed, Jordan.
Rawashdeh, I., Nawafleh, W., & Alomari, A. (2010). Learning styles of ninth grade students in Irbid and its effects on their achievement in chemistry. Jordanian Journal in Educational Sciences, 6(4), 361-375.
Watanabe, R., & Ischinger, R. (2009). PISA 2006 technical report, Organisation For Economic Co-Operation And Development Oecd Publishing, 2, rue André-Pascal, 75775 Paris Cedex 16, Printed In France. (98 2009 04 1 P), ISBN 978-92-64-04808-9 – No.56393 2009.
Salmiza, S. (2010). The effectiveness of brain based teaching approach in dealing with the problems of students‟ conceptual understanding and learning motivation towards physics. Proceedings 2nd Paris International Conference on Education, Economy and Society – Paris, July 21-24, (3), ISBN 9782953384284, 174-185.
She, H. C. (2005). Promoting students' learning of air pressure concepts: The interrelationship of learning approaches and student learning characteristics. The Journal of experimental education, 7(1), 29-51.
Shorman, S. (2006). The effect of using McCarthy teaching method on 8th graders' Acquisition of scientific concepts and their attitudes towards science in king Abdullah the 2nd for Excellence Schools. Master Thesis (Unpublished), Yarmouk University, Irbed, Jordan.
Sims, R., & Sims, S. (1995). The Importance of learning styles; Understanding the implications for learning and education. Green Wood Press, London, UK.
Steyn, T., & Maree, J. (2003). Study orientation in mathematics and thinking performances of freshmen engineering and sciences students. Perspectives in Education, 21(2), 47-56.
Sung-Young, C. & Chang, N. (2005). Development and application of the whole brain learning cycle for nurturing creativity, science achievement, science-related attitude of elementary students. The Korean Society of Elementary Science Education, 22(2), 120-122.
Tsai, C. C. (2003). Using a conflict map as an instructional tool to change student alternative conceptions in simple series electric – circuits. International journal of science education, (25), 307–327.
Ursin, V. B. (1995). Effects of the 4MAT system of instruction on achievement, products, and attitudes toward science of ninth-grade students. Doctoral Thesis, University of Connecticut, See also [Online]. [Accessed 19 February 2009]. Available from the World Wide Web: http://digitalcommons.uconn.edu/dissertations/AAI9529199/.
Vaughn, V. L., Feldhusen, J. F., & Asher, J. W. (1991). Meta-analyses and review of research on pull-out programs in gifted education. Gifted Child Quarterly, (35), 92-98
Published
2011-04-01
How to Cite
BAWANEH, Ali Khalid Ali; ZAIN, Ahmad Nurulazam Md; SALEH, Salmiza.
The Effect of Herrmann Whole Brain Teaching Method on Students' Understanding of Simple Electric Circuits.
European Journal of Physics Education, [S.l.], v. 2, n. 2, p. 1-23, apr. 2011.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/133>. Date accessed: 04 may 2024.
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