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The purpose of this study was to investigate the effect of Herrmann Whole Brain Teaching Method over conventional teaching method on eight graders in their understanding of simple electric circuits in Jordan. Participants (N= 273 students; M=139, F=134) were randomly selected from Bani Kenanah region-North of Jordan and randomly assigned to both teaching methods (Hermann Whole Brain Teaching Method =135, Conventional Teaching Method =138). A multiple choice concept test was developed measuring misconceptions commonly held by eight grade students on simple electric circuits. The results showed that Hermann Whole Brain Teaching Method was more successful than the conventional teaching method in fostering students' understanding of simple electric circuits. However, there was no significant differences attributed to gender or interaction between methods and gender on student' understanding of simple electric circuits. The results suggest that curriculum developers and textbook authors are advised to take into account students' learning styles and characteristics of brain parts as illustrated by Hermann Whole Brain Model in the curricula and textbooks they develop. Teachers are also recommended to focus on individual differences among students and respond to their learning styles during science lessons.