• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.140-161
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• 2014

The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into 'learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres'. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student's learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.

• Culinary science and hospitality research
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• v.24 no.3
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• pp.144-155
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• 2018

This study was conducted to explore the direction of culinary education based brain-based education with analysis of comprehensive research. Questionnaire was completed by frequency analysis, factor analysis, reliability analysis and regression analysis by using SPSS 21. The purpose of this study was to investigate the educational system for creative development through cooking sources and to develop brain-based learning theory, and thus to generate the characteristics and effects of the practice in culinary educational context. The basic principles of brain- based learning are brain plasticity, emotional brain, and ecological brain. Students need to be able to enrich their understanding of social interaction so that social brain's function will be activated through consistent and high-quality feedback. Likewise, students should be capable of collecting everything what they have learned. Defining main ideas and goal of the lesson, four factors were derived from development of competency, personality, application, and diversity. Regarding to the result of this study, the implications for the development of a brain-base program were suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.1
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• pp.477-485
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• 2018

The aim of this study was to improve the 'self-directed learning ability and attitudeselementary school students by applying a brain education-based learning program based on brain science in the form of a short term camp in consideration of the elementary school students' brain characteristics and mechanisms. For this purpose, this study was conducted on 4, 5, and 6 elementary school students in Korea. The brain training based learning camp program was conducted for two nights and three days. The camps were conducted twice from February 3 to 5, 2017 with 45 students from grade 6 and from February 22 to July 24, 2017, with 56 students from grades 4 and 5, 101 students in total. The conclusions of this study are as follows. The brain education-based learning camp program was found to be effective in improving the elementary school students' self-directed learning ability and learning attitude. First, the brain education-based learning camp program can increase the learning concentration through brain gymnastics, breathing, and meditation. Second, brain training called 'Brain Screen' among the brain education-based learning camp program can improve the brain ability of memory. Third, it can establish a self - directed learning philosophy of 'My study is done by me' by giving reason and motivation to study through the brain education-based learning camp program.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.617-627
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• 2014

Purpose: Brain-based learning has become increasingly important in nursing education. The purpose of this study is to (a) synthesize the literature on brain-based learning in nursing education using Whittemore and Knafl's integrative review method, and (b) discuss teaching strategies for nursing educators. Method: Searches were made through the CINAHL, OVID, PubMED, and SCOPUS databases using the terms $nurs^*$ AND (brain based OR neuroscience) AND ($educa^*$ OR $learn^*$ OR $teach^*$). Included were original articles in the domain of undergraduate nursing education written in English in peer-reviewed journals between January 1984 and December 2013. Twenty-four papers met the criteria. Results: Three themes were retrieved: (a) activate whole-brain functions, (b) establish supportive educational environments, and (c) encourage learners to be more active. Conclusion: Brain-based learning enhances the learning capabilities of undergraduate nursing students.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.562-573
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• 2011

The purpose of this study was to examine the effects of teaching-learning programs from the perspective of brain-based learning science. Four units in 5th grade elementary science programs of the Revised 2007 National Curriculum were selected as contents to study. As the brain-based learning science analysis method, equations of the brain compatibleness index (BCI) and contribution degree on the brain compatibleness index (BCICRE) were applied to them. This study showed that there were qualitative and quantitative differences among the analyzed teaching-learning programs through the unit and curriculum. The results showed that hands-on activities like experiments or open inquiry activities improved their evaluation of the teaching-learning programs. From the analyzing, teachers can judge whether each teaching-learning program made considered the brain of the learners. Furthermore, this study can provide useful information to consult of various science teaching-learning programs brain-based learning.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.60-74
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• 2008

The purpose of this study was to examine the effects of a brain-based science teaching and learning model on the science related attitudes, scientific inquiry skills and science knowledge of the 2nd graders in Intelligent Life course. For this study, 117 elementary students from four classes of the 2nd grade in Seoul were selected. In the comparison group, traditional instruction was implemented and in the experimental group, instruction according to brain-based science teaching and learning model was implemented for four weeks. The results of this study were as follows : There were little differences between the comparison and experimental groups in terms of the science related attitudes except for the sub-domains of interest and curiosity. And brain-based science teaching and learning model programs improved a few scientific inquiry skills, especially observation and classification. In addition, the experimental groups showed a positive effect on science knowledge. In conclusion, brain-based science teaching and learning model programs were more effective in improvement of the science related attitudes, scientific inquiry skills and science knowledge of elementary students.

• Korean Journal of Cognitive Science
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• v.17 no.4
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• pp.375-398
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• 2006

Humans learn by observing, hearing, imitating, doing, and feeling. The brain(cortex) is the central tore of this process. The recent rapid progress of brain science and the active interdisciplinary collaboration between brain science and cognitive science opens a new possibility. That is a new research Held called 'Brain-Based learning Science', 'Edutational Neuroscienre', or 'NeuroEduration' This study reviews the nature and basic assumptions of brain-based learning science, current directions in educational neuroscience research, the neuro-myths, educational implications of neuroscience, and a possibility of making a meaningful connection between brain science and education. Also the future prospects and limitations of the brain-based learning science are discussed.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.49-62
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• 2007

The higher cognitive functions of the human brain including teaming are hypothesized to be selectively distributed across large-scale neural networks interconnected to the cortical and subcortical areas. Recently, advances in functional imaging have made it possible to visualize the brain areas activated by certain cognitive activities in vivo. Neural substrates for teaming and motivation have also begun to be revealed. Functional magnetic resonance imaging (fMRI) provides a non-invasive indirect mapping of cerebral activity, based on the blood- oxygen level dependent (BOLD) contrast which is based on the localized hemodynamic changes following neural activities in certain areas of the brain. The fMRI method is now becoming an essential tool used to define the neuro-functional mechanisms of higher brain functions such as memory, language, attention, learning, plasticity and emotion. Further research in the field of education will accelerate the verification of the effects on loaming or help in the selection of model teaching strategies. Thus, the purpose of this study was to review brain study methods using fMRI in science education. In conclusion, a number of possible strategies using fMRI for the study of elementary science education were suggested.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.153-172
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• 2021

The purpose of this study is to develop the Empathy Education Program by employing the brain-based education principle in home economics education. For this purpose, the study used the "ADDE" (Analysis, Design, Development, and Evaluation) method to develope a Empathy Education Program for middle-school students. Analysis from previous literature derived that four principles of brain-based empathy education in home economics education: 1) understanding through imitation; 2) inference through imagination; 3) interaction through experience, and 4) internalization through practice. Based on these brain-based four principles and three components of empathy, a total of 15 lessons were designed and developed for the educational program for middle-school students, "FEEL" (For Empathy Education & Learning). The contents of this program were selected from the analysis of the 2015-revised technology and home economics education curriculum and textbooks. Results from expert evaluation of the validity and feasibility of the program showed that this program is highly valid with an average validity score of 4.88 and 0.98 for the validity index ("CVI"). This study is meaningful in that it can be effectively employed in the middle school free-year policy system. Also, this study contributes to shedding light on the possibility of combining empathy education with home economics education by presenting newly presented elements of empathy and brain-based education principles in home economics education.

• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.252-263
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• 2015

This study analyzed the effects of science outdoor activity applying a Brain-Based Evolutionary (ABC-DEF) approach on elementary school students' interest and academic achievement. Samples of the study were composed of 3 classes of 67 sixth graders in Seoul, Korea. Unit of 'Ecosystem and Environment' was selected as a object of the research. Textbook- and teachers' guidebook-based instruction was implemented in comparison group, brain-based evolutionary approach within classroom in experimental group A, and science outdoor learning by a brain-based evolutionary approach in experimental group B. In order to analyze the quantitative differences of students' interests and achievements, three tests of 'General Science Attitudes', 'Applied Unit-Related Interests', and 'Applied Unit-Related Achievement' were administered to the students. To find out the characteristics which would not be apparently revealed by quantitative tests, qualitative data such as portfolios, daily records of classroom work, and interview were also analyzed. The major results of the study are as follows. First, for post-test of interest, a statistically significant difference between comparison group and experimental group B was found. Especially, the 'interests about biology learning' factor, when analyzed by each item, was significant in two questions. Results of interviews the students showed that whether the presence or absence of outdoor learning experience influenced most on their interests about the topic. Second, for post-test of achievement, the difference among 3 groups according to high, middle, and low levels of post-interest was not statistically significant, but the groups of higher scores in post-interest tends to have higher scores in post-achievement. It can be inferred that outdoor learning by a brain-based evolutionary approach increases students' situational interests about leaning topic. On the basis of the results, the implications for the research in science education and the teaching and learning in school are discussed.