DEVELOPING THE PHYSICS CURRICULUM IN LIGHT OF THE THEORY OF BRAIN-BASED LEARNING TO DEVELOP INNOVATIVE THINKING AND ENVIRONMENTAL RESPONSIBILITY FOR SECONDARY SCHOOL STUDENTS. | ||||
| Journal of Environmental Science | ||||
| Volume 51, Issue 12, December 2022, Page 41-77 PDF (1.19 MB) | ||||
| Document Type: Review Article | ||||
| DOI: 10.21608/jes.2023.173107.1392 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
magdy hassnen hegab  1; Dr. Moheb Kamel El-Rafie2; Mahmoud Mahmoud El Nahas3
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| 1Post Grad Student, Faculty of Environmental Studies and Research, Ain Shams University | ||||
| 2Faculty of Environmental Studies and Research - Ain Shams University | ||||
| 3Education Faculty , Ain Shams University | ||||
| Abstract | ||||
| The research aims to develop innovative thinking and environmental responsibility among secondary school students through the development of the physics curriculum in the light of brain-based learning theory, and to achieve this goal, the researchers developed the physics curriculum scheduled for the first grade of secondary school, where literature, references, journals, scientific and environmental periodicals and research were reviewed Previous field studies to determine the reality of the curriculum concerned with development, and the researchers developed a list of environmental issues and problems that are addressed in teaching the developed curriculum, The research aims to develop The development of principles, applications and strategies of brain-based learning theory has also been included in the developed curriculum, and research tools have been prepared, which are the scale of innovative thinking, and the scale of environmental responsibility, and to verify the effectiveness of the program use the design of the experimental and control groups with pre- and post-application, The two scales were applied before and after after teaching the developed curriculum, and there were statistically significant differences between the mean scores of the students of the experimental group, before and after me, in both scales, while there was no statistical significance between the mean scores of the control group, before and after, which indicates the effectiveness of the developed physics curriculum in light of the theory Brain-based learning in the development of innovative thinking and environmental responsibility among high school students, and it is recommended to teach this developed curriculum. . | ||||
| Keywords | ||||
| Education; Physics; secondary school | ||||
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