The Science Instructional Model by Using Brain-based Learning Development of Prathomsuksa 3 Students on Leaning Achievement, Creative Thinking and Emotional Quotients

Abstract

The purposes of this study were to: 1) to develop Science instructional model
by using brain-based learning, and 2) to compare leaning achievement, creative thinking and
emotional quotients between before and after by using the brain-based learning (BBL). The
samples consisted of 12 Prathomsuksa 3 students by purposive sampling technique.
Research instruments were: 1) Brain-based learning lesson plan, 2) Learning achievement
test, 3) Creative thinking test, and 4) Emotional quotient test. The statistics used for
analyzing the collected data were mean and standard deviation and the Wilcoxon signed
ranks test.
The results of this research were as follows:
1. The science learning achievement of students who learned using the brainbased learning were the last study higher than the first at the .01 level of significance.
2. The creative thinking of students who learned using the brain-based learning
were the last study higher than the first at the .01 level of significance.
3. The emotional quotients of students who learned using the brain brain-based
learning were the last study higher than the first at the .01 level of significance.
In conclusion, The science instructional model by using brain-based learning can
improve science learning achievement to be higher. In addition, creative thinking and
emotional quotients were increase. The teachers should be supported and promoted to
implement the science instructional model by using brain-based learning in teaching for
developing student’s developments.