Analysis of 5th Grade Science Teaching-Learning Program on the Perspective Brain-Based Learning Science in South Korea

Recently there has been a growing interest in the possibility that cognitive neuroscience can provide a bridge to a new science of science education and learning. According to a study by Kwon et al. (2009), observed improvements in brain activation patterns indicated that problem solving and hypothesis-generating skills could be improved by constant training in the scientific hypothesis-generating process. Thus the aim of was to examine of teaching-learning program from the perspective of brain-based learning science. Four units in 5th grade science courses of the Revised 2007 National Curriculum in South Korea were selected as contents to study. As the brain-based analysis method, CORE Brain Map, equations of the brain compatibleness index (BCI) and contribution degree on the brain compatibleness index (BCI_CRE) were applied to them. This study showed that there were qualitative and quantitative differences among the analyzed teaching-learning courses through the unit and curriculum. The results showed that hands-on activities like experiments or open inquiry activities improved their evaluation of the courses. From the analyzing, teachers can judge whether each teaching-learning course made considered the brain of the learners. This study can provide useful information to consult of various science teaching-learning courses on brain-based learning.