Efectividad del Modelo Basado en el Cerebro para el Estudio y la Velocidad de Lectura
| Autor | Morteza Zare, Mohammad Seifi, Alireza Faghihi |
| Cargo | PH.D. Student, philosophy of education Arak Branch, Islamic Azad university, Arak, Iran. / Faculty member, Arak Branch, Islamic Azad university, Arak, Iran. |
| Páginas | 107-130 |
107
Interacción y Perspectiva Dep. Legal ppi 201002Z43506
Revista de Trabajo Social ISSN 2244-808X
Vol. 9 No1 pp. 107-130 Copyright © 2019
Enero-junio
ARTÍCULO DE INVESTIGACIÓN
The Effectiveness of Brain-Based Learning Model on Studying
and Reading Speed
Morteza Zare*, Mohammad Seifi**, Alireza Faghihi**
Abstract
The purpose of this study was to determine the effectiveness of the brain-based learning
model on studying and reading Speed for the Persian literature lesson in the fifth-grade
students of Mahmoudabad Town. In this study, non-random and semi-experimental
sampling method was used. A preliminary and final test design with the control group
was used without using random selection, which is one of the semi-experimental
designs. The subjects were 30 students of the fifth-grade school where the researcher
chose them and then placed them in two groups of 15 subjects. The teaching team
teacher was given brain-based learning was given during five sessions and to their
parents during one session. The learning environment was changed based on the
components affecting the brain (light, nutrition, oxygen, color, music and water). Then,
the teacher taught the Persian literature lesson based on the components and principles
of brain-based learning in three months. For both groups (experiment and control), pre-
test and post-test studying and reading speed by Moradi and Karami (2008) were
performed. Findings indicate that the brain-based learning has increased the studying
and reading speed of students and has had a significant impact on improving their
learning quality.
Key words: brain, teaching, brain-based learning, study method, reading peed.
Recibido: 25/11/18 Aceptado: 15/02/19
*PH.D. Student, philosophy of education Arak Branch, Islamic Azad university, Arak, Iran.
M_zare1358@yahoo.com.
** Faculty member, Arak Branch, Islamic Azad university, Arak, Iran.
Zare, Seifi and Faghihi / The Effectiveness of Brain-Based Learning Model on Studying and Reading Speed.
108
Efectividad del Modelo Basado en el Cerebro para el Estudio y la Velocid ad de
Lectura
Resumen
El propósito de este estudio fue determinar la efectividad del modelo de aprendizaje
basado en el cerebro para estudiar y leer la lección de Velocidad para la literatura persa
en estudiantes de quinto grado de Mahmoudabad Town. En este estudio, se utilizó
método de muestreo no aleatorio y semi-experimental. Se utilizó un diseño de prueba
preliminar y final con el grupo de control sin utilizar la selección aleatoria, que es uno de
los diseños semi-experimentales. Los sujetos fueron 30 estudiantes de la escuela de
quinto grado donde el investigador los eligió y luego los colocó en dos grupos de 15
sujetos. El maestro del equipo de enseñanza recibió un aprendizaje basado en el cerebro
durante cinco sesiones y a sus padres durante una sesión. El entorno de apren dizaje se
modificó en función de los componentes que afectan al cerebro (luz, nutrición, oxígeno,
color, música y agua). Luego, el maestro enseñó la lección de literatura persa basada
en los componentes y principios del aprendizaje basado en el cerebro en tres meses.
Para ambos grupos (experimento y control), se realizaron pruebas previas y posteriores
a la prueba de velocidad y lectura de Moradi y Karami (2008). Los hallazgos indican que
el aprendizaje basado en el cerebro ha aumentado la velocidad de estudio y lectura de
los estudiantes y ha tenido un impacto significativo en la mejora de su calidad de
aprendizaje.
Palabras clave: cerebro, enseñanza, aprendizaje basado en el cerebro, método de
estudio, velocidad de lectura.
Introduction
Review of the evolution of the relationship between neuroscience and learning
indicates that awareness of the nature and manner of learning of the brain and designing
educational programs consistent with the learning manner of the brain of students have
always been of the crucial concerns of many major neurologists and educators. In fact,
it can be claimed that in every era, depending on the level of know ledge of the
humankind on the brain function and how it learns, thinking and educational policy have
also been affected, and consequently, the school programs have undergone alterations
and modifications (Nouri, 2011). Since 1990, information on learning, light, and
physiology has grown significantly, as in the United States, the last decade of the
twentieth century was called the Decade of the Brain. This led to extensive studies on
the structure of the human brain focusing on health, severe brain disorders, and the
impact of drugs on the brain, however the international interests pushed research into
learning and educational aspects. At the present, there is a global trend towards shared
research on neuroscience and education. In Iran, the Department of Neuroscience and
Curriculum has been established since 2012, moreover, the master's degree in Cognitive
Science of Brain, Brain, and Education has been started in the Cognitive Science
Research Institute in 2013. The position of types of learning as well as its level and
significance to the brain, and all learning have been concentrated on this member. Brain-
based learning (BBL) is the recognition of the rules and regulations of the brain for
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