Review of the General Teaching Model Based on Educational Neuroscience Studies

Abstract

Background and Objective: This study aimed to review the general teaching model based on educational neuroscience studies. Methods and Materials: The research was conducted using a qualitative approach and deductive content analysis method. The study involved extensive research of digital resources, journals, books, and dissertations from 1990 to 2021 using databases such as ERIC, Springer, ScienceDirect, Wiley, Google Scholar, Library, Genesis Libdl, Knowledge E, and SID. Keywords in both Persian and English, including teaching method, brain-based learning, and educational neuroscience, were used in the search. A total of 183 relevant articles and books were identified, from which those addressing brain-compatible learning were selected. Findings: After collecting information from texts and analyzing the content, removing duplicate codes, and merging similar codes, 1416 codes were obtained. These were organized into 109 initial categories, 31 sub-categories, and 4 main categories within the general teaching model, covering pre-teaching, pre-and during teaching, during teaching, and post-teaching stages. The study's results explained 28 educational actions with an educational neuroscience approach in the stages of the general teaching model. These were validated through confirmatory factor analysis by experts and specialists in educational neuroscience (psychology, cognitive sciences, and educational sciences) and confirmed. Conclusion: It appears that implementing actions derived from educational neuroscience studies in the stages of the general teaching model can improve learners' brain performance and consequently enhance their learning.