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BRAIN-BASED EDUCATION: ITS PEDAGOGICAL IMPLICATIONS AND
RESEARCH RELEVANCE
By
KUMAR LAXMAN * YAP KUEH CHIN **
*-** Nanyang Technological University, Singapore.
ABSTRACT
The brain, being the organ of learning, must be understood if classrooms are to be places of meaningful learning.
Understanding the brain has the potential to alter the foundation of education, transform traditional classrooms to
interactive learning environments and promote better instructional approaches amongst teachers. Brain-based
education is the application of strategies based on principles derived from an understanding of the functionalities of the
brain. Brain-based education informs an educator on the modalities of the brain to be able to effectively leverage upon
a particular instructional strategy that is aligned with the learning conditions. In this paper, the affordances of brain-
based education in enhancing educational processes and the research potential of brain-linked education are
explored.
Keywords: Brain-based Education, Brain-based Learning, Effective Learning.
INTRODUCTION decisions. A theoretical foundation of brain-based
Hart (1983) had argued that teaching without an learning would offer guidelines and a framework for
awareness of how the brain learns is like designing a glove teaching and learning. Current brain research is still in its
with no sense of what a hand looks like. The brain, being infancy and the link between brain functions and
the organ of learning, must be understood if classrooms development with learning science has yet to be fully
are to be places of meaningful learning. Understanding understood. At this early stage, it would appear timely that
the brain has the potential to alter the nature of we embark on initial research studies that could lead to a
education, transform traditional classrooms to interactive better understanding of brain-based learning in science
learning environments, change the way tests measure education.
intelligence or learning, and promote better health and Brain-based Education and its Scope
behaviour in children and teens. Advances in brain Brain-based education is the “engagement of strategies
research technologies have allowed researchers to based on principles derived from an understanding of the
observe more clearly patterns of brain activity during the brain. ”The brain plays a central strategic role in shaping
learning process. The brain is now seen as a living, unique, the dynamics of learning. Therefore a good
ever-changing organism that grows and reshapes itself in understanding of the functional attributes and modalities
response to challenges. Recent neuro-cognitive research of the brain is essential for an educator to be able to
suggests that the richness of early learning experiences coherently buttress the use of a particular instructional
affects the physical development of the brain and may strategy that meets the learning expectations of a
be a major cause of intellectual development. If these learning condition (Jensen, 2008).
new theories linking learning experiences with brain
Teachers need to substantiate the selection of an
development come to be accepted, the optimal match
instructional method over another based upon what
between characteristics of the learner and the learning
she/he knows as to how the brain works in processing
environment might be seen as a strong factor for school
knowledge (Stevens & Goldberg, 2001).
success. Brain research is not going to provide all the
Brain-based learning has been called a combination of
answers, but it certainly is going to give us a more
brain science and common sense. Caine and Caine
informed knowledge-base on which to make our
(1991) developed twelve principles that apply what we
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know about the function of the brain to teaching and combine knowledge about their profession with findings
learning. These principles were derived from an from brain research to create learner-centered
exploration of many disciplines and are viewed as a environments – whether online or in physical classrooms.
framework for thinking about teaching methodology. The Applying brain research to instructional design can result
principles are: in the practice of brain-compatible instruction instead of
l The brain is a complex adaptive system. brain-antagonistic instruction (Stevens & Goldberg, 2001).
l The brain is a social brain. Brain-based Learning Strategies
l The search for meaning is innate. It has been found that neuronal growth is highly correlated
with memory, mood and learning. The developmental
l The search for meaning occurs through patterning.
process can be enhanced by exercise, lower levels of
l Emotions are critical to patterning.
stress and good nutrition. Schools can manipulate these
l Every brain simultaneously perceives and creates
variables to bring about improved learning processes and
parts and wholes.
outcomes (Jensen, 2008). Physical motions help to
l Learning involves both focused attention and improve blood circulation and brain functions. One brain-
peripheral attention. based learning strategy involving bodily movements that
l Learning always involves conscious and unconscious is changing learning today is Brain Gym. It consists of a
processes. series of simple movements to enhance the experience
l We have at least two ways of organizing memory. of whole-brain learning by emphasizing the
l Learning is developmental. interdependence of physical development and
academic achievement (Dennison & Dennison, 1989).
l Complex learning is enhanced by challenge and
Body movements enable students to access parts of the
inhibited by threat.
brain that previously were not being used to facilitate re-
l Every brain is uniquely organized.
patterning and learning. Chronic stress brings about a
Brain-based education has evolved as a discipline over revised metabolic state called “allostasis”, an adjusted
the years and encompasses a number of connected new baseline for stress (McEwen & Wingfield, 2003). These
domains of expertise. From an initial singular-level “turf- pathogenic allostatic stress loads in the brains need to be
based” approach to brain-based understanding, the managed by staff and students since they can have a
current model is highly inter-disciplinary involving serious impact on health, learning and behavior.
sociology, pedagogy, psychiatry, nutrition, psychology
The ability of the brain to rewire and reconfigure itself by
and cognitive sciences (Jensen, 2008). (Dr Antonio
means of neuroplasticity has wider implications in
Damasio explains that “the relation between brain
educational practices. Schools can add value to the
systems and complex cognition and behavior can only
processes of neuroplasticity through skill building,
be explained satisfactorily by a comprehensive blend of
reading, meditation, the arts and technical education
theories and facts related to all the levels of organization
(Jensen, 2008). When these strategies are effectively
of the nervous system, from molecules, and cells and
employed, positive and significant changes can be
circuits to large-scale systems and physical and social
effected in the brains in a short period of time. The brain
environments we must be aware of explanations that rely
has been known to change physiologically due to a
on data from one single level, whatever the level may be.”
change in experience. Hence, when teachers provide a
Brain-based or brain-compatible instruction requires stimulating learning environment that is both challenging
instructors to understand how the brain works and thus, and relaxing, students see the connections between the
design instruction with that information in mind (Stevens & learned concepts and its practical applications, in order
Goldberg, 2001). Teachers have been encouraged to to better understand the knowledge or skill (Caulfield,
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Kidd, & Kocher, 2000). compatible instruction instead of brain-antagonistic
Another important application of brain based education instruction (Stevens & Goldberg, 2001).
is the understanding that intelligence is multi-faceted. An important application of brain based education is the
Educators need to recognize the differentiation of understanding that intelligence is multi-faceted.
instructional methods to address the learning needs of a Educators need to recognize the differentiation of
diversity of learners. Hence providing learners with greater instructional methods to address the learning needs of a
choices and pathways of learning in alignment with diversity of learners. Hence providing learners with greater
students' intelligence levels makes learning more choices and pathways of learning in alignment with
meaningful and authentic (Kallenbach, 1999). students' intelligence levels makes learning more
meaningful and authentic (Kallenbach, 1999).
Social conditions and experiences also invariably affect
the ways in which the brain is molded. An overwhelming Social conditions and experiences also invariably affect
body of evidence shows our brains to be altered by the ways in which the brain is molded. An overwhelming
everyday experiences and changing our experiences will body of evidence shows our brains to be altered by
change the brains. School behaviours are highly social in everyday experiences and changing our experiences will
nature and they become encoded in long term memory change the brains. The brain has been known to change
through our sense of reward, acceptance, pain, pleasure physiologically due to a change in experience. Hence,
and stress. This understanding intimates that is educators when teachers provide a stimulating learning
actively manage the social context of the learning environment that is both challenging and relaxing,
environment students are placed in and strengthen students see the connections between the learned
learning conditions. concepts and its practical applications, in order to better
understand the knowledge or skill (Caulfield, Kidd, &
Brain based strategies can be used to reduce the amount
Kocher, 2000). School behaviours are highly social in
of rote memorization required since such strategies help
nature and they become encoded in long term memory
students access and use more effective types of memory
through our sense of reward, acceptance, pain, pleasure
storage and retrieval. These strategies help students to
and stress. This understanding intimates that is educators
recognize patterns and then make connections between
actively manage the social context of the learning
prior knowledge and new knowledge to be integrated in
environment students are placed in and strengthen
the brain's long-term memory storage areas. Willis (2006)
learning conditions.
recommends some brain-based learning strategies such
as creating positive neural circuits through positive Brain based education can be used to reduce the
emotional experiences invoking a sense of amount of rote memorization required since such
accomplishment, acknowledgment and praise, making strategies help students access and use more effective
curriculum more thematic and multidisciplinary and types of memory storage and retrieval. These strategies
providing opportunities for students to visualize mental help students to recognize patterns and then make
models of the concepts being studied. Brain-based connections between prior knowledge and new
education requires instructors to understand how the brain knowledge to be integrated in the brain's long-term
works and thus, design instructions with that information in memory storage areas.
mind (Stevens & Goldberg, 2001). Teachers have been Physical Education as Supported by Brain Research
encouraged to combine knowledge about their While many schools are reducing physical activity
profession with findings from brain research to create because of time constraints created by the No Child Left
learner-centered environments – whether online or in Behind Act, a large group of studies has linked physical
physical classrooms. Applying brain research to activity with cognition. The researchers have come at the
instructional design can result in the practice of brain-
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topic from a wide range of disciplines. Some are cognitive importance in a learner's holistic intellectual growth. A
scientists or exercise physiologists. Other advocates are continued application of brain research on memory,
educational psychologists, neurobiologists, or physical retention and cognitive development enables educators
educators. They are all correct in revealing how physical to energize and enliven the minds of their students. There is
experience affects the brain. Each of their viewpoints is great potential in the education field in tapping the future
valid, yet incomplete by itself. research findings on the functional workings of the brain in
Now let's add the neuroscience perspective. It reveals designing effective instructional approaches that
information that other disciplines cannot reveal. For strengthen the ways in which students learn and grow.
example, we know that exercise is highly correlated with Education is connected to real life experiences. The
neurogenesis, the production of new brain cells. We know learning and teaching process is based on exploration
exercise regulates a critical compound called brain- and inquiry. Since the brain inquires meaning and
derived neurotrophic factor. We also know that attempts to set associations in a natural way, education
neurogenesis is correlated with improved learning and could be consistently linked to principles of brain-based
memory. In addition, neurogenesis appears to be learning approach. In order to teach and learn, the brain's
inversely correlated with depression. While careless policy thinking processes should be known. Teaching and
makers reduce physical activity, many administrators are learning mostly depends on the use of social and
unaware of the inverse correlations with adolescent emotional learning processes and brain-based learning
depression. This information would suggest that educators has immense potential in enriching teaching approaches
might want to foster neurogenesis with physical while establishing a secure classroom environment where
education. But educators and policy makers can't see the learners are encouraged to be risk-takers.
new brain cells being produced. That's one reason to References
know the science, to show everyday, easy-to-influence
[1]. Caine, R. and Caine,G (1994). Making Connections:
school factors that regulate neurogenesis and,
Teaching and the Human Brain. Addison-Wesley.
subsequently, cognition, memory, and mood. Those are
[2]. Caulfield, J., Kidd,S. and Kocher,T. (2000). Brain-
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based learning instruction in action. Educational
respond better to meaningful activities with appropriate
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duration and intensity over enough time to make
[3]. Dennison, E. and Dennison, G (1989). Brain Gym
changes. So the interdisciplinary promotion of physical
(Teachers Edition, revised). Edu-Kinesthetics, Inc.
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Again, we see the brain involved in everything we do at [4]. Hart, L. (1983). Human Brain and Human Learning.
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neuroscience and neuropsychology findings are being [8]. Stevens, J. & Goldberg, D. (2001). For the learners'
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continues to mature, greater credence is given to its
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Classroom Teacher. Alexandria, Virginia: Association for Supervision and Curriculum Development.
ABOUT THE AUTHORS
Dr. Kumar Laxman is currently working at the Centre for Excellence in Learning and Teaching at Nanyang Technological
University, Singapore. He is graduated with a PhD in Instructional Design and Technology from Macquarie University, Australia. He
has been actively involved in efforts aimed at promoting the use of technology to advance innovation in teaching and learning.
He has published widely in reputable Journals in the field of Instructional Design and Learning Technologies. He has also
independently carried out high quality research in learner-centric instructional design and technology.
Dr Yap Kueh Chin did his PhD at Georgia University in Science Education. He did his masters at Surrey University and his Bachelors
degree and Diploma in Education at University of Malaya. He has widely taught and consulted in the field of Science Education.
His research interests include alternative conceptions in science, multiple representations in science and integration of ICT in
science teaching and learning. He has published his research findings in leading journals and at International Conferences and
also received research awards.
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