Brain-based Learning and Discovery Learning

COURSE CODE: EDEP 7203

ADVANCED EDUCATIONAL PSYCHOLOGY
GROUP: THE DOERS

GROUP MEMBERS:

NO NAME MATRIC
1 Nadia Asyiqin Binti Shabudin G 1814268
2 Nor Azmiza Mamat G 1814332
3 Shamila Nair G 1810444
4 Siti Fatimah Iskandar G 1817406

Lecturer’s name: Dr. Mastura Badzis

Kulliyyah of Education

International Islamic University Malaysia

DECEMBER 2019
1.0 BRAIN DEVELOPMENT

Neuroscience research has shown us that early childhood is a time of tremendous

brain development. The young brain literally changes shape and size in response to

everything encountered in the early years. New environment, life experiences,

caretakers and relationships can all affect the way children’s brains become wired.

Brain in embryo develops with the existence of Spinal cord. During the childbirth, a

normal and healthy baby is born with a complete brain system.

Below is a map shown the brain development with its active-sensitive period, start

from baby until 22 years old (adult phase).

 1.1 SIX STAGES OF BRAIN DEVELOPMENT

There are six stages of brain development according to Erik Erikson’s theory of human

development:

Stage 1: Childhood to pre-school, Stage 2: School-age childhood, Stage 3: Adolescent, Stage 4:

Young Adulthood, Stage 5: Middle ages, Stage 6: Older ages.

1.1.1 Childhood to pre-school

Start from baby until 5 years old, the development of neuron and white matter are on the

highest during this period and make the brain more efficient. Behavioral modification

during this stage consist the establishment of the base for brain function memory and

adaptability. The parts of brain which actively develop during this stage: Cerebellum; birth-

1 year old which control the body balancing and coordination, Occipital lobe; birth- 2 years

old which controls the visual processing and let the children enjoy the colors, object

identifying and verifying, Temporal lobe; birth- 6 years old, which stimulates the limbic

system to develop, feel and know the emotion. Parietal lobe; from birth – 6 years old which

stimulates the sensory development and language development.

1.1.2 School-age childhood

Age range for this stage is 6 to 12 years old. Frontal lobe develops actively to build the

concrete thinking into human so that we can categorize object and stimulate the problem

solving skill. During this stage, Parietal lobe which lets the human to understand and

respond to the environment also is actively developing.

1.1.3 Adolescent

Age range: 12-18 years old, when the mass and important changes are happening. Prefrontal

cortex which functioned to control the judgement process is highly active. Thus,
 adolescence is ready to learn and adapting with the challenging environment, and start

develop their own self-power. Please note that, most mental disorders are happening during

this stage.

1.1.4 Young Adulthood

18-40 years old. The brain developments are more stable and make us become more goal

oriented person, realistic and best in planning. However, at the age of early 30, the brain

starts decreasing in volumes, the brain receptors become less efficient, speed of thinking are

slowing, and the memory loss starts appear.

1.1.5 Middle ages

40-65 years old. White matter is actively developing so that the abstract reasoning is

developing at its best. This is the stage where the human build wisdom and doing reflection

of their action.

1.1.6 Older ages

65 years old and above. The cerebellum starts destroying, thus the body balance and

coordination are weakening. Memory loss is appearing because of the loss of brain tissues.

2.0 BRAIN-BASED LEARNING THEORY

Brain-based learning is a comprehensive approach to instruction using current research from

neuroscience. Brain-based education emphasizes how the brains learn naturally and is based on

what is currently known about the actual structure and function of the human brain at varying

stages of development (Virginia, 2017). Brain based learning is a bridged discipline between

neurology and the science of education, where educational psychology plays a key role

(Tabibian.C., 2018). This new educational discipline unites the knowledge of neuroscience,

psychology and education, with the objective to optimize the learning and teaching process.
2.1 KEY CONCEPTS

Eric Jensen is known as the leading developer in practical applications and synthesizing brain

research for educators’ purpose. According to Jensen, it is now known that incorporating intense

emotions associated with celebration, competition, or drama can stimulate the release of adrenaline,

which strongly enhances memory in learning (Virginia, 2016). Jensen states, “Challenge, feedback,

novelty, coherence, and time are crucial ingredients for rewiring the brain” (Jensen, 2005, p.79).

Understanding and controlling emotions is a key aspect of brain based learning (Tabibian.C., 2018).

As a teacher, we need to teach students not only how to control their emotions so that it will not

interfere the learning process, but also show them how to use their emotions to their advantage.

This will be able to teach them to be conscious of their feelings to control themselves and their

behavior.

Using technology and the knowledge of the brain and its functions in order to get the most out of

the education process is the perspective of brain-based learning theory (Tabibian.C., 2018).

Technology plays an important role in our daily life, these days. This applies to the students’ life as

well and it’s parallel with the children these days where technology is an integrated element in their

development.

2.2 METHODS AND FINDINGS

2.2.1 Method

We believe the more we talk the fewer students will learn. In order to enhance students

understanding, we reviewed the guideline to conduct activity based on brain-based learning.

Therefore all the audiences divided into nine groups consist of four members. Below are the

details of six principles was applied in our activities:

Firstly, we decided “crocodile” as the theme that we want to teach and apply in all six

principles. We called one representative from each group to queue and guess the proverb given

by us to the front people. We choose Malay proverb “keluar mulut buaya, masuk mulut

harimau.”. Principle 1 is receiving information in short segment. So, first person look at the

sentence given in few seconds, then she need to explain nonverbally to the person behind.

Principle 2 is immediately used to show or teach us back if they understand or decode what we

wanted. For these two principles we do a “guess me” game. 40 seconds are given for them to

do any action and the last person needs to guess in a sentence.

Since the last person do not know what the proverb is, we go to principle 3 which review the

contents multiple times. In this principle, all representatives can discuss with each other except

the first person. During this principle, they try to recognize what the action that they decode

and encode to their friends. Within 20 seconds one person got the answer correctly.

After that, for principle 4 is exchange paper to draw a picture. For this activity, everyone was

given a piece of paper and they must draw one part of the crocodile. Then, exchange with

another group member to complete the picture of crocodile. After finished the drawing, some

selected paper have been analyzed.

Then, principle 5 is developing an emotional connection to create something. In this activity,

we gave clay to every group. From the clay, they need to create their own crocodile.
 Lastly, principle 6 is getting up and move. Each group were given one envelope contains the

same parts of the crocodile picture. In order to complete all the parts of crocodile, they need go

to another group and exchange with them.

2.2.2 Findings

The more the brain is engaged actively, via hands on activity, play, active learning strategies

the more effective and impactful the learning is.

2.3 CRITIQUE

We discovered that there are 6 principles involved in preparing activities based on brain-based

learning. At the same time, all the principles will be focusing on the topic that the teacher tends to

teach. We need to repeat the information many times to store in the long term memory. This could

be done by repeating the context in different ways, activities and experiences. We agree with this

focus because that is what we apply in the school, especially for those with special needs.

Repetition is one of the methods suggested to enhance deaf pupils’ memory.

Most of the researchers proposed to use real world experience. We had our activities in the class

using this experience. This really helped us to reach the objective of our activities. We believe that

if the same experience provided to the school students, mainly primary school, will attract their

attention and focus, and also will not give them an impression that learning is boring.

As per requested in this course (EDEP 7203), we presented our topic (brain-based learning) by

conducting several activities based on the principles in this theory. Based on our timing, it took

more than an hour to successfully conduct the activities only. In our opinion, it is not practical to do

this in a classroom in school, unless the lesson will be divided into a few sessions. This is because,
considering the different ability and capability of the students in our class, it will take a longer time

to complete the activities especially for those students who have learning disabilities. But still, this

strategy can be applied only if the teacher is able to plan and execute the plan accordingly.

Upon our reading, one of the significant elements in this brain-based learning theory is to teach

using different styles and from diverse means. Variation of teaching styles, activities and materials

can strengthen the learning based on the individual difference theory. Unfortunately, teachers have

to carry a lot on their plate and this might affect their capability to conduct an effective teaching.

Hence, in our thoughts, only if teachers’ responsible can be focused solely in teaching, then brain-

based learning theory will be a perfect model.

Brain researches provide us with many possibilities for education and there is much discussion

among educational professionals about how this research should be considered when developing

programs and curriculums. It will be a great contribution to the education field to provide a

framework based on this theory.

2.4 RELATIONSHIP WITH OTHER THEORY

Based on articles that we read, recently, there is significant number of educators who had explored

links between classroom teaching and emerging theories about how people learn. Brain-based

learning accommodates the learning style of individual students (Virginia, 2016). This shows the

connection with the individual differences theory, i.e.; intelligence level, learner’s diversity and

also learners with exceptionalities. The research conducted by Virginia (2016) proved that brain-

based learning theory influences the ability of girls to read is higher than the boys, which also gives

a significant difference between the genders.

Brain-based learning refers to teaching methods, lesson designs, and school programs that are based

on the latest scientific research about how the brain learns, including such factors as cognitive

development on how students learn differently as they age, grow, and mature socially, emotionally,

and cognitively (Emily.R, 2019).

2.5 ISLAMIC PERSPECTIVE

Below is the summary of phenomenon and arguments that showed evidence of Islamic

contributions. Firstly, pronunciation, recitation, listing to Quranic verses stimulates the temporal

lobe in the brain. Thus enabling to learn more and memorize better. Moreover, Quran content that

include description of individuals and places (stories and parables activates the part of the brain

called “occipital lobes”. These are directly related to generating mental imagery (visual perception).

Besides that, Quranic richness in history. Parables and logical arguments connects together all the

brains different areas (frontal, temporal and occipital lobes) makes for better connectivity as they

are continually activated due to the consistent recitation or reading of the Quran.

Finally, all the above reasons explain the vast contributions to human knowledge from Muslim

scholars, thus in a relatively short times the Muslim world was at its peak in terms of history of

knowledge. For example Imam Al-Ghazali, Al-farabi, Ibn Khaldun and many others. So what was

the Muslim secret for the exponentials rise to human knowledge? None other than the Quran and its

impact on Muslim brain or mind.

2.6 CONCLUSION

The principles of brain-based learning are also being introduced into teacher-preparation programs,

and an increasing number of colleges and universities are offering courses and degrees in the field.
For example, Harvard University’s Graduate School of Education now offers a Mind, Brain, and

Education master’s-degree program (Emily.R, 2019).

3.0 DISCOVERY LEARNING

Discovery learning is a learning model introduced in 1960s by one of the founders on constructivist

theory, Jerome Bruner. The theory somehow is closely related to works of Jean Piaget ( Stage

Theory of Cognitive Development), Lee Vygotsky ( Social Development Theory), John Dewey and

later further developed by other researchers. Jerome Bruner is thought to have originated discovery

learning in the 1960s, but his ideas are very similar those of earlier writers (Piaget, Bruner, &

Papert, 2006). Bruner's theory is considered to be fully constructivist in nature. Discovery learning

according to him is an inquiry-based instructional approach in which the learner builds new

knowledge from prior knowledge and active experience.

3.1 METHOD

Discovery learning offers a learner-centered approach in which the learner discovers new

knowledge through active, hand-on experience and constructs new concepts based on his existing

knowledge. This kind of learning is oriented on the process of learning, rather than on its content

and information. Bruner assumes that children learn best through experimentation and discovery of

facts and relationship. According to Bruner,

“practice in discovering for oneself teaches one to acquire information in a way that makes that

information more readily viable in problem solving (Bruner, Dewey, & Papert, 2019)

The depth meaning of discovery learning is an inquiry based, constructivist learning theory that

take place in problem solving solution where the learning are able to draws his or her own post
experience and existing knowledge to discover facts and relationship and new truth (Hammer,

1997) while Brown & Oakville (2016) said that discovery Learning is an active, hands-on style of

learning where the student participates actively in the learning process rather than passively

receiving knowledge as if he were an empty vessel to be filled by the instructor. It is an approach to

instruction through which students interact with their environment by exploring and manipulating

objects, wrestling with questions and controversies, or performing experiments and is supported by

the theories of learning and understanding from cognitive psychology and constructivist ideologies.

Students are encouraged to think, ask questions, hypothesize, speculate, cooperate and collaborate

with others and develop confidence in problem solving and in using what is in their own minds.

Why

3.3 RELATIONSHIP WITH OTHER THEORIES

In contrast to classical teaching methods in which the learner is usually passive and expected to

assimilate the knowledge presented by the teacher. This classical teaching method is known as

expository learning.

The key concept on discovery learning is inquiry based, constructivist learning and existing

knowledge. Inquiry based is an act of asking while constructivism is human construct knowledge

and meaning from their experience or self-student centered. Another important aspect of discovery

learning is failure, which is viewed as an important element of learning to the extent that learner

hasn't really learned anything if he hasn't failed during the learning process.(Bruner et al., 2019)

Bruner’s constructivistic principles of discovery learning claim that instruction must (Piaget et al.,

2006): provide students with experiences and contexts that make them willing and able to learn

(readiness), be structured in a spiral manner so that the student keeps developing learned concepts
in more and more details, and be designed to facilitate extrapolation that enables student going

beyond the information given.

3.4 THE PRO AND CONS

There are few benefits of discovery learning, first is help student how to learn. We give student

choice on how they want to learn instead of obeying how the teacher wants to teach them. This

makes the student able to study and find out new things independently. Bruner also believe the

knowledge obtained will easily remembered by the student (Brown & Oakville, 2016)

However there are few pros’ and criticism to this learning theory. The pro’s of this learning

encourage student active engagement, promotes motivation, promotes autonomy, responsibilities,

independence, develop creativity and problem solving skill and last but not least it tailors learning

experiences.

The critics of discovery learning were it create cognitive overload and thus may result in potential

misconception as student are learning on their own. And it also make teacher difficult to detect

problem and misconception

3.5 CONCLUSION

In our opinion discovery learning is good in theory but it is hard for us to make it into realization in

certain subject like science subject. With overload of curriculum DSKP (dokumen standart) and the

new KSSR and KSSM. It is good if teachers can manage discovery learning in all times of PDPC.

But somehow for science subject, this can only be implanted in few subtopics throughout

experiment “wajib”. Honestly it is hard for science teacher to even finish the syllabus every single
year and hopefully there’ll be some miracle and there would come a day where we Malaysia

curriculum will be revised properly. So we can ensure all subject can use this discovery learning.

REFERENCES

1. Brown, E., & Oakville, S. C. (2016). Discovery Learning in the Classroom Emily Sandford

Brown March 2006 Tell me and I will forget Show me and I may remember Involve me and I

will, (April 2006).

2. Bruner, J., Dewey, J., & Papert, S. (2019). Discovery Learning, 5–8.

3. Emily.R. (2019). Brain-based learning (Online). https://www.edglossary.org/brain-based-

learning/ (2019, December 19).

4. Hammer, D. (1997). Discovery Learning and Discovery Teaching, 15(4), 485–529.

5. Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: Association for

Supervision and Curriculum Development.

6. Tabibian.C. (2018). Brain-based learning: What is it and how to apply it (Online).

https://blog.cognifit.com/brain-based-learning/ (2019, December 19).

7. Piaget, J., Bruner, J., & Papert, S. (2006). A Brief Summary of Inquiry Teaching & Learning.

8. Virginia B.Ed.D., (2017).Brain-Based Learning Theory. Journal of Education and Human Development

(Online), 6(1) (27-43) http://jehdnet.com/journals/jehd/Vol_6_No_1_March_2017/3.pdf

9. Brain map: https://www.pinterest.com/pin/146085581648712394/