Eliciting and Sustaining Critical Thinking Through Brain-Based Teaching In Mathematics
Brain-based teaching (BBT) was applied to determine if it elicits and/or sustains critical thinking while learning Mathematics. This study uses secondary data from the quasi-experiment of Vallinas (2015) conducted to 30 Grade 6 students whose permit of use was obtained prior to further analysis. In the experiment, teaching and learning process was based on the three basic fundamentals of BBT, namely, relaxed alertness, orchestrated immersion, and active processing. The last phase includes the “questioning and deep thinking”, “asking question as the basic condition required to think”, and “giving of meaning to a question”. Active participation of the teacher signifies the important component of BBT; hence, considered in making the 30 lesson plans used in the entire study. Eliciting skills were based on the scores in the 20-item probing questions while sustaining skills were based on the 10-item implication questions given after BBT. These questions were revisions of those provided in the lesson Guide for Elementary Mathematics of the Department of Education. Results reveal that females are motivated (elicited) to think critically more than females but both can sustain (keep on track) it once elicited already. Meanwhile, left-handed students likely elicited and kept on tract towards critical thinking in the same trend with the right-handed one. Thus, BBT tends to create opportunity for both male and female or right-handed or left-handed students to enhance critical thinking once elicited and then sustained.
Bean, H. & E. Markham. (2008). A mini guide for teaching critical
thinking. Ira C. Eaker College for Professional Development. Available at http://www.au.af.mil/au/awc/awcgate/eaker/teaching critical thinking.pdf. Retrieved:July 20, 2016.
Bonomo, V. (2010). Gender matters in elementary education. Research-based strategies to meet the distinctive learning needs of boys and girls.
Bubato, R. & B. Sochirca (2012). Some aspects about using brain-based learning in education. Recent technological advances in education. Available @ www.wseas.us/e-library/conferences/2013/Malaysia/EDUETE/EDUETE-09.pdf. Retrieved: October 8, 2016.
Caine, G., Caine, R. (1994). Making connections: Teaching and the human brain. New York: Addison Wesley.
Calhuon, C. (2012). Brain Based Teaching:Does it Really Work? ERIC Number:ED535937. Record Type: Non-Journal. Retrieved: October 8, 2016.
Ennis, R. H. (1981). Rational thinking and educational practice. In J. F. Soltis (Ed.), Philosophy of education (v.1). Chicago, IL: The National Society for the Study of Education.
Hitchock, D. (1983). Critical Thinking: A Guide to Evaluating Information. Toronto:Methuen.
Innabi, H., El Sheikh, O. (2007). The Change in Mathematics Teachers’
Perceptions of Critical Thinking after 15 Years of Educational Reform in Jordan. Educational Studies in Mathematics, 64,1, 45-68.
Jensen, E. (2008). A Fresh Look at Brain-Based Education. Phi Delta Kappan 89.6, 409-417.
Kaufmann, C. & Elbel, K. 2001. Human brain mapping. Wiley Online Library. September 2001. Volume 14, Issue 1. pp 1-63.
Lackney, J. (2011). 12 Design Principles Based on Brain-based Learning Research. Retrieved on July 27, 2014 from http://www.designshare.com/Research/BrainBasedLearn98.html
Marin, L.M. & D.F. Halpern. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity. September. 6 (2011) 1–13.
McManus, C. 2002. New age of genius led by left-handers. Research
into left-handedness and its effect. Available@http://www.anythinglefthanded.co.uk/research/lefthanded-research.html. Retrieved: April 28, 2017.
Paul, R. (2004). The state of critical thinking today: as the organizer
in developing blueprints for institutional change. Available@http://www.criticalthinking.org/professionalDev/ the-state-cttoday.cfm. Retrieved:May 5, 2016.
Paul, R., & Elder, L. (2004). Critical thinking . . . and the art of close reading, Part III. Journal of Developmental Education, 28(1), 36ˆa37. Available @ Academic Search Premier database. (AAT14576885). Retrieved: May 5, 2016.
Sezer. R. (2008).Integration of Critical Thinking Skills into Elementary
School Teacher Education Courses in Mathematics.
Sharp, M. Y., Reynolds, R.B. Brooks, K.N. (2013). “Critical Thinking
Skills of Allied Health Science Students: A Structured Inquiry “. Educational Perspectives in Health Informatics and Information Management (Summer, July 2013). Available at http://bok.ahima.org/doc?oid=300528#.WBv1xvl97IV. Retrieved: August 19, 2016.
Sylwester, R. (1995). A Celebration of Neurons. Alexandria, Va.: Association for Supervision and Curriculum Development.
Vallinas, N.D. 2015. Enhancing critical thinking through brain-based teaching. Unpublished Master’s Thesis, SLSU, Sogod, Southern Leyte.
Wang, X.J. (2010). Neurophysiological and computational principles of cortical rhythms in cognition. Physiological Reviews. July 2010 Vol. 90 no. 3, 1195-1268.
Yanklowitz, R.H. (2013). A Society with Poor Critical Thinking Skills. The Case for Argument in Education. Available at http://www.huffingtonpost.com/rabbi-shmuly-yanklowitz/a-society-with-poor-criti b 3754401.html. Retrieved: July 31, 2016.
- There are currently no refbacks.