Conceptual Awareness about Brain-Based Learning and Neurotheological Practices at Secondary Level

Abstract

When educational neuroscience emerged in the latter decade of the 20th century, it completely transformed the area of education and presented a slew of new difficulties to educators, scholars, and intellectuals. The study's goals were to 1) ascertain secondary school students' conceptions about brain-based learning 2) assess students' awareness of neurotheological practices. It was a descriptive study, and the study sample consisted of all public secondary school students, and250 students were chosen at random from the study population. The researchers developed a questionnaire after reading relevant literature. The study indicated that emotions influence decision-making, fostering creativity and uniqueness, so it concluded that a suitable classroom/institution environment makes students feel like active learners. The study may suggest that teachers create a favorable learning environment for better learning, and it may also recommend that students offer prayer five times daily to relax their brains and improve learning and creativity.