Nektarios Lagoudakis^1,, Filippos Vlachos¹, Vasilia Christidou², Denis Vavougios³, Marianthi Batsila⁴

The attempt of a functional conflation of the knowledge originated from neuroscientific research with the educational practices has been supported by many researchers in the fields of education and neuroscience. Brain-Based Learning (BBL) encompasses teaching techniques that leverage neuroscience in designing educational methodologies. Regarded as a holistic approach to education, its defining traits are rooted in pivotal insights and extensive research findings. The aim of this study was to assess the effectiveness of a teaching approach based on BBL elements in improving secondary students’ conceptual apprehension of common biology concepts. A quasi-experimental design with two comparable groups (treatment group and comparison group) of seventh grade students, using pretest and posttest, was implemented so as to examine the extent to which the BBL teaching technique was effective enough for the learners’ understanding of the biology concepts and their conceptual change. The results revealed that the students of the treatment group displayed a statistically significant better conceptual understanding about conceptions concerning Biology than the students of the comparison group. These results are discussed in the context of supporting the use of BBL elements in constructing more efficient teaching practices for Biology courses.

brain based learning, instructional practice, conceptual understanding, biology teaching, biology concepts