Abstract
This study aimed to reveal the effect of the brain learning strategy on the development of science processes in the life sciences subject for tenth grade students at Latin Patriarchate School- Fuhais, The sample was distributed into two groups; group (A) comprises the experimental group who learnt using the brain learning strategy, and group (B) comprises the control group who learnt using the conventional strategy, each of which consisted of (24) female and male students. To achieve the objectives of the study; a teacher’s guide was created outlining the activities for the educational strategy, and a scale of Science Process was created as an assessment tool. The scale was applied in the first semester (2021) and statistical methods: unilateral and binary analysis of variance were used to answer the study questions. The results showed statistically significant difference in favor of the experimental group positively without any significant difference due to the interaction of sex and teaching strategy. Based on the study's results, several recommendations were given, including the use of brain-based learning strategies to improve sciences processes skills in teaching life sciences.
Published Version
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