الفهرس 
الفصل الأول: مشكلة الدراسة وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The focus on using Brain-based learning has come as a result of the recommendations of learning theories and defects of the traditional method used in teaching of most of school subjects that has its results in no preparing positive students who unable to solve problems and take responsibilities in their communities.
Designing and preparing of school programs and curricula in the light of the rules and principles of Brain-based learning means that there is more consideration for the learner as a human creature who has a brain that thinks and develops his cognitive and metacognitive skills. The Brain-Based Learning Theory is based on the results of research conducted in the fields of neuroscience and cognitive psychology. The research conducted in the field of neuroscience - so far - has attempted to test and identify the chemical and physiological changes that take place in the brain when the individual receives information, processes, retrieves it and tries to use it. Research in the field of cognitive psychology has focused on “how an individual obtains and uses information. Instead of focusing on the inner performance of the brain, new researchers in cognitive psychology are concerned with identifying and describing the ways by which individuals learn and apply new information. The research has served to identify the factors that are important to helping individuals understand new information, and how to apply it effectively and actively (Cruickshank & Others, 2006).
Generally, the theory of Brain-based Learning depends on the structure and function of the brain, and emphasizes that each individual is born with his own brain and performs his function as a powerful processor for the information and data received. Proponents of this theory also explained that as long as the brain functions and cannot be held back or prevented from carrying out its normal processes - learning must take place. The philosophers of education have emphasized since ancient ages that everyone can learn, and in fact he learns; then the educator should provide educational activities that encourage and stimulate the work of the human brain (Burns, 1995).
In this context, ”Laird” (1985) and ”Burns” (1995) indicated to some principles of Brain-based Learning; Such as:
1- The brain is a powerful processor; meaning that it can help the learner to perceive more than one thing at the same time. Like the ability to taste and smell at the same time.
2- Learning includes the work of all the internal cognitive components.
3- The search for learning and meaning is an innate for a person with a healthy brain.
4- Learning occurs through modeling that is easy to perceive mentally.
5- The brain works on general and specific issues automatically.
6- Learning includes both intended and unintended processes.
7. Learning is reinforced by appropriate challenges, and not by threat.
8- Everyone has a unique brain.
Generally speaking, this research focus on
The Statement of the Problem
The rapid changes and developments that have occurred and are still occurring in the cultural, scientific and technological fields have resulted in changes in the behavior of individuals, and how they interact with each other on the one hand, and with life on the other hand. Life now requires a new type of learner who knows how to deal with these changes and developments at the present time and in the future after graduation. Unfortunately, teaching in most of all school levels still depends on the traditional method of teaching which encourages all students to get only theoretical information and preparing for a final examination regarding that information. In this context, many studies indicated that teaching science in the basic stage uses the traditional method that depends upon lecturing on the part of teacher and the passive reception of knowledge on the part of the learner. As a matter of fact, this contradicts with the modern directions that confirm the learner’s effectiveness in the educational process as well as submitting effective teaching strategies for meaningful learning( Hassan Zeitown, Kamal Zeitown, 2003) (Shereen Al-Sayed et al., 2012; Amany Al-MouJy, 2013), (Ramadan abdelhaliem, 2017).
Helping in solving such this problem, the current research attempted to answer the following question:
What is the effectiveness of using brain-based learning in teaching home economic on developing achievement and some learning styles of secondary school female students in Kuwait?
from this main question, two sub-questions were set as follows:
1- What is the effectiveness of using brain-based learning in teaching home economic on developing achievement and some learning styles of secondary school female students in Kuwait?
2- What is the effectiveness of using brain-based learning in teaching home economic on developing achievement and some learning styles of secondary school female students in Kuwait?
Importance of the research
The importance of the current research was emerged as a result of research completed and proved the effectiveness of brain-based learning in all school levels regarding developing several educational aspects such as achievement, attitudes, interests, multiple intelligences, etc…. , Moreover, the current research has its importance according to the following aspects:
1. Presenting a new model for teaching home economic for secondary school females in Kuwait.
2. The research is a response for what the educators currently call regarding providing curricula with new teaching methods that stress the interaction amongst the teacher and the learners in the educational situations.
3. It is a response for the directions that call for learning to develop student academic achievement in all levels.
4. It is a response for the directions that call for developing learning styles depending on using new models and strategies.
5. Helping the home economy teachers to prepare some their subject lessons in a new and a useful way according to brain based learning.
Objectives of the research
The current research tried achieving the following objectives:
1- Identifying the effectiveness of using brain based learning for developing achievement of secondary school females in Kuwait.
2- Identifying the effectiveness of using brain based learning for developing learning styles of secondary school females in Kuwait.
Hypotheses of the research
In the light of the research objectives, the current research tried to investigate the following hypotheses:
1- There is a statistically significant difference in mean scores of the experimental group students (that were taught using the brain based learning) and the control group students (that were taught using the traditional teaching method) in the post administration of the achievement test in favor of the first experimental group.
2- There is a statistically significant difference in mean scores of the experimental group students (that were taught using the brain based learning) and the control group students (that were taught using the traditional teaching method) in the post administration of the learning style scale in favor of the first experimental group.
Limitations of the research
The current research is conducted regarding the following limitations:
1- Using the subject of home economy as a field for the current study.
2- Choosing the instructional unit of ”Interior Design” to be taught according to brain-based learning for secondary school female
3- Selecting the research group randomly from among third secondary school females to be divided to two groups:
- The experimental group: to study the unit of ”Interior Design” using brain based learning.
- The control group: to study the unit of ”Interior Design” using brain traditional method of teaching.
4- Administering the current research in the first semester of the academic year 2019L2020. –
5- Measuring the development of achievement and learning styles (verbal and ) as dependent variables.
Research Instrument:
Measurement Instruments:
- Achievement test in the levels of (memorizing, understanding, applying)
- Learning style scale in (verbal and )
Teaching and learning Instruments:
- Teacher guide for teaching of the ”Interior Design” unit according to brain based learning.
- Student book activates for learning of the ”Interior Design” unit according to brain based learning
Variables of the research
The research variables were as follows:
- The independent variable represented in using brain based learning.
- The dependent variables represented in achievement and learning styles (verbal and ).
Findings of the research
After conducting the research experiment, it was found that:
1- There is a statistically significant difference in mean scores of the experimental group students and the control group students in the post-test of the achievement test in favor of the experimental group.
2- There is a statistically significant difference in mean scores of the experimental group students and the control group students in the post-test of the learning styles scale in favor of the experimental group.
Recommendations and suggested studies of the Research
In the light of the research findings, the following recommendations and suggestions are set:
Recommendations
- Developing home economy teachers’ preparation programs in the faculties of education according to new models, strategies, and approaches of teaching and learning.
- Conduction in-service training programs for home economy teachers on how to use and apply brain-based learning flexibly and effectively inside classrooms.
- Developing the home economy courses to be consisted with using new models and approaches of learning.
Suggested research studies:
- Designing and conducting follow up studies on using of brain-based learning to measure the effectiveness
- Conducting a diagnostic study on to explore more educational aspects that need to be developed to home economy female students in all school levels.
- Conducting a study on the effect of using the brain based learning models on other variables such as life skills, divergent thinking skills, and reflective thinking skills...etc.
- A comparative study amongst the effectiveness of using the brain based teaching methods and other methods of constructivism with regard to the effect on some dependent variables.