Educational Technologies in Learning

The relationship between neuroscience knowledge and learning behaviors, learning performance and high level thinking in students

Document Type : Research Paper

Authors

maryam rajabian dehzireh 1
mohammadreza nili ahmadabadi 2

1 allameh

2 Associate Professor, Allameh Tabataba'i University, Tehran

https://doi.org/10.22054/jti.2020.50562.1308
Abstract
The purpose of this study was to investigate the relationship between neuroscience knowledge and learning behaviors, learning performance and high level thinking in students. The research method is descriptive-correlation. The statistical population of this study included all students of Allameh Tabataba'i University, 100 of whom were selected as available sampling method. Research tools include the Hokulano-Hussel Neurology Knowledge Questionnaire (2002), Mcdermot et al. (1999) learning behaviors, Yang, Klams & Murphy (2003) learning performance and Sarmad et al. (2011) high-level thinking. Findings showed that there was a negative and significant relationship between neuroscience knowledge and learning behaviors. There is a positive and significant relationship between neuroscience knowledge and learning performance. There is a significant positive relationship between neuroscience knowledge and high level thinking. The results showed that there is a significant relationship between neuroscience knowledge and learning behaviors, learning performance and high level thinking in students. According to the results of the study, it is suggested that neuroscience knowledge can be increased by organizing educational courses and preparing educational packages.

Keywords

Neuroscience knowledge
Learning Behaviors
Learning Performance
High Level Thinking
Students
Educational Technologies in Learning
Volume 4, Issue 14
Winter 2020
Pages 51-69

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