Abstract:

This study has studied the impact of brain-based learning approach on the success and durability of knowledge in the Life Knowledge course of 3rd grade students. In the study, an unharmonised control group research model was used. The sample of the study consisted of a total of 128 primary school 3rd-class students, including 67 students in experimental groups, 61 students in control groups. The application of the research was carried out in the framework of the scientific achievements on the theme "Yesterday, Today, Tomorrow" in the Life Knowledge course. Students in the experiment group were taught with a brain-based learning approach, while students in the control groups were taught with traditional teaching methods. The study was carried out within 72 hours. Students were subjected to the success test before, after and four months after the experimental process for the purpose of data collection. The data obtained from the research was analyzed on the computer with the SPSS program. In statistical data analysis, an unrelated sampling t-test was used. The results of the analyses found a significant difference in the results of the last test, in the benefit of the experiment group between the experiment and the control groups. Also, there was a significant difference between the durability test scores in favour of the experiment group.

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