The Effect of the Brain- Based Learning in the Development of Reflective Thinking Skills among Gifted Pupils in the Eighth Grade

Abstract

This research aimed at detecting the effect of brain- based learning (BBL) in the development of reflective thinking skills (habitual action, understanding, reflection and critical reflection) among the gifted pupils in the eighth grade. The sample study included (106) gifted pupils in king Abdulla schools for Excellence in Al-Zarqa. An educational program was used based on principles of BBL for teaching two units of science to the eighth grade. The research also used (Kember) scale to measure reflective thinking skills after verification of its validity and stability. The results point out that there are statistically significant differences at the level (α ≤ 0.05) between control and experimental groups in all reflective thinking skills except habitual action skill. The differences were in favor of the experimental group. However, there are no statistical significant differences in reflective thinking skill due to sex or interaction with the group except habitual action skills which appeared in its differences due to the interaction in the group and sex. These were in favor of the males in the experimental group.