Beyin Temelli Öğretime Eleştirel Bir Yaklaşım

“Beyin Temelli Öğretim Modeli” 12 ilkesiyle eğitim ve öğretim dünyasında yerini almıştır: beyin pek çok işlevi aynı anda yapar, öğrenme fizyolojik bir olaydır, anlam arayışı içseldir, beyin kalıpları algılamaya planlanmıştır, duygu ve biliş birbirinden ayrlmaz, beyin parça ve bütünü aynı zamanda algılar, öğrenme hem odaklanmış hem de çevresel algılamayı gerektirir, öğrenme bilinç ve bilinçdışı süreç- leri kapsar, en az iki tür hafıza vardır, olgu ve beceriler doğal hafızada yapılandırıldığında en iyi anlama meydana gelir, öğrenme zihni zorlayan etkinliklerle artar, tehditle engellenir ve her beyin eşsizdir. “Beyin Temelli Öğretim”, bilgi edinimi ve hatırlanmasını en üst düzeye çıkarma iddiası ile çıkış yapmasına rağmen diğer yaklaşım ve kuramlarla olan benzerliği bu modelin özgünlüğü konusunda soru işaretleri yaratmıştır. Özgünlük sorununun yanı sıra Nörobilim alanındaki çalışmaların eğitim dünyasın- da nasıl kullanılması gerektiği de tartışmalar arasındadır. Özellikle öğretmenlerin alan çalışmalarını yeterince izlememesi ve modelin kullanımını tam olarak algılamamaları bir başka sakınca olarak belirtilmektedir. “Beyin Temelli Öğretim” zenginleştirilmiş öğretim ortamlarının kullanıldığı, öğrencilerin tehditten uzak, içsel güdülenmelerinin desteklendiği geliştirici bir rehberlik olarak kullanılabilir.

A Critical Approach to Brain-Based Teaching

Brain based teaching model takes its place in the world of education with its twelve underlying principles: the brain is a parallel processor, learning and physiology have a mutual interaction, the search for meaning is innate, the brain perceives and creates patterns, emotions and cognition are inseparable, the brain simultaneously perceives parts and wholes, learning involves both focused atten- tion and peripheral perception, learning involves conscious and unconscious processes, the brain has at least two types of memory, the brain understands and remembers best when facts and skills are embedded in natural spatial memory, learning is enhanced by challenge and inhibited by threat, each brain is unique. Although a brain based teaching model has claimed to raise information acquisition and recollection to maximum level, it has generated questions about the originality of this model due to its similarity to other approaches and theories. There is also debate about how research results in the field of neurology can be exploited in the world of education. Another potential drawback is that teachers seem to be unable to follow recent developments in the field and are unable to perceive the use of the model properly. Brain-based teaching model can be used as a developmental guidance dur- ing which environments are enriched, students are away from threat and inner motivation is supported.

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