Computer Science Teachers' Perspectives Regarding their Knowledge, Beliefs, and Practice of Brain-Based Learning Strategies in Saudi Arabia

Abstract

The purpose of this quantitative study was to examine Saudi computer science teachers' perspectives regarding their knowledge, beliefs, and practices toward BBL strategies. This study also determines how their knowledge relates to their beliefs and practices, and how their beliefs relate to their classroom practices. Additionally, this research investigates differences among teachers’ knowledge, beliefs, and practices concerning the use of BBL and their highest degree earned and their years of teaching experience. The participants were 247 computer science teachers. The data were collected by using the Brain-Based Learning Survey Questionnaire (BBLSQ), developed by Shelley Klinek (2009), and was administered electronically using an online survey software program called Qualtrics. The survey was designed to measure participants’ knowledge, beliefs, and practices of brain-based learning strategies. The results indicated there was a significant strong positive relationship between teachers’ knowledge and beliefs as a well as between teachers’ knowledge and practices. Furthermore, there was an even stronger relationship between teachers’ beliefs of BBL and their classroom practices. Other findings revealed there were differences between participants’ highest degree earned on knowledge, beliefs, and their practices of the participants in this study as well as years of teaching experience. The implications and recommendations for future research, and practice are discussed.

Keywords: Brain-Based Learning- Brain-Based Teaching -Brain-Based Instruction –Neuroscience.