26th Annual Student Research Conference
Effects of Brain-Friendly Instruction on Learning, Retention, and Misconceptions Regarding Diffusion in High School Biology
Aaron D. Loida♦
Dr. Wendy Miner, Faculty Mentor
The purpose of this action research study was to learn how specific brain-friendly strategies affected student biological understanding of diffusion by reducing the prevalence of misconceptions as well as improving learning and retention. This study involved 42 biology students who demonstrated misconceptions regarding diffusion indicated by a pretest. These students utilized strong visuals from teacher instruction using a Smartboard and animations in addition to movement that included teacher-led student demonstrations. Student understanding of diffusion was monitored by comparing pretest scores to the unit exam scores; retention was monitored by comparing the unit exam score and scores from a post-unit exam (30 days later). At the conclusion of the study, the use of visuals and movement did have a significant effect on student learning and retention of diffusion; however, student answers on exams indicated that the brain-friendly strategies did not have much of an impact of reducing the prevalence of misconceptions.
Keywords: misconceptions, diffusion, brain-friendly instruction, visuals, movement, retention, high school students, biology
Topic(s):Education
Presentation Type: Oral Paper
Session: 101-8
Location: VH 1010
Time: 9:45