Effects of Neuroscience-Based Thinking (NBT) and Thinking Skills (TS) Strategies
onThinking and
Emotion among Primary Schools Pupils
Ali Salim Rashid Alghafri
Thesis submitted in fulfillment of the requirements
for the degree of
Doctor of Philosophy
University
SainsMalaysia
December 2011
In the
'7I[_ame of
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Messenger,
II
DEDICATION
In the name of
Allah,
thiscompleted
work is dedicated to mybeatitude,
parents, whom donated to me their greatest love. This thesis is also dedicated to my lifecompanions,
my two wives.Delight
ofmy eyes, mydaughter Maymoona.
ldidn't
forget
all my whole brothers and sisters, whom l learned from them themeaning
ofthecooperation.
III
ACKNOWLEDGEMENTS
I would like to
give special acknowledgement
to my main supervisor, Associate Prof. Dr. HairulNizam BinIsmail,
for the tremendous supportheprovided
me
during preparation
of this thesis. The value of hisenthusiasm, ready council,
and editorialproficiency
cannotbeover-emphasized.
I would also like to express my
deepest appreciation
to Prof. Dr. Zainal Ariffin Ahmad for his valuable commentary, encouragement,ready associate,
andenriched mewith EEG
knowledge.
Ialso wishtorecognize
Dr. Shahizan bin Hassan for his recommendation.Special
thanks are in order for all the schools which contributed in enthusiasticcooperation
afforded me.Also,
for all ofmy friends whose advised andhelped
me.Finally,
veryspecial
thanks are due to my parents whoseinspirational
influences continuous to
guide
mylife,
and to my two wives for theirunending loyalty
andpatience. Also,
to all mywhole brothers andsisters.May
Allahguide
us allto theright path
andapproach.
IV
TABLE OF CONTENT
Content Page
Dedication
CHAPTER ONE: Introduction
III
IV
V
XVI
XXI
XXII
XXIII
XXIV
1-32
Acknowledgments
Table of Content
List ofTables
List of
Figures
Glossary
of Abbreviations AbstrakAbstract
1.1 Introduction
1.1.1 FieldofNeuroscience
1.1.2
Thinking
Skills1.1.3 Neuroscience Based
Thinking (NBT)
1.2
Background
ofthe EducationSystem
inMalaysia
1.3 Problem Statement
2
5
8
9
l 1
l. 3.1 The Status of
Integration
of NeurosciencePrinciples
III the 11currentCurriculum
I. 3.2 Lack of
Thinking
Skills inpupils
IA
Objective
ofStudy
1.5 Research
Questions
1.6 Research
Hypotheses
l. 7
Significance
oftheStudy
13
18
19
20
22
V
1.8Rationale of the
Study
1.9 Definitions ofTerrns
1.10 Limitations of the
Study
25
29
31
33-131
33
33
33
35
36
37
40
41
43
46
47
47
49
CHAPTER TWO: Literature Review
2.1 Introduction
2.2 The Neuroscience and Brain
2.2.1 Relevant between Brain structures anditsFunctions
2.2.la Main
Components
ofTheHumanBrain2.2.1 b TheCerebral
Hemisphere
Lobes2.2.lc TheNeurons of the HumanBrain
2.2.1 d ExecutiveFunctionof Prefrontal Lobe
2.2.le HumanBrain
Creativity
andLearning
2.2.2HumanBrain
Development
2.3
Applying
Neuroscience in Education2.3.1 Theories of Neuroscience and Education
2.3.la
Piaget Theory
ofCognitive Development
2.3.1 b Hebbian
Theory
ofLearning
2.3.2
Application
ofCognitive
Neuroscience IIIPsychology
and 52Education
2.3.3
Applying
NeuroLinguistic
in EducationandThinking
2.3.4
Disadvantages
ofIntegrating
Neuroscience in Education 2.4Principles
of Neuroscience in Education2.4.1
Principles
ofCognitive
Neuroscience 2.4.2Principles
ofNeuroLinguistic
55
56
57
58
69
YI
2.5Creative
Thinking
2.5.1
Defining Creativity
2.6.2
Creativity
Theories2.5.3 Creative
Thinking
Skills2.5.4
Measuring Creativity
2.6 Critical
Thinking
2.6.1
Defining
CriticalThinking
2.6.2Critical
Thinking
Theories2.6.3 Critical
Thinking
Skills2.6.4
Measuring
CriticalThinking
2.7
Relationship
between Creativeand CriticalThinking
2.7.1 Pertinence between Creative andCritical
Thinking
76
76
78
80
81
83
83
84
86
88
88
88
2.7.2 Model of
Interpenetrated
CreativeThinking
and Critical 92Thinking
2.7.3 Scientific
Thinking
942.8
Learning
of Emotion 972.8.1 New
Pedagogies
972.8.2 Emotionsand Brain 99
2.8.3 Model of Emotion 100
2.9
Interpenetration
of Neuroscience andThinking
1022.9.1 Brain Structures and
Thinking
1022.9.2 Model
ofInterpenetrate
Neuroscience andThinking
1032.10The Effects of Neuroscience Based
Thinking
1052.10.1 The Effect of Neuroscience Based
Thinking
onStudents 107Thinking
VII
2.10.2TheEffectofNeuroscienceBased
Thinking
on Students 113Emotion
2.11
Learning
andThinking
in Science Cuniculum 2.11.1Thinking
in ScienceSubject
2.11.2 The
Thinking
inMalaysian
ScienceEducation2.12Gender differences
2.12.1 Gender differenceson
Thinking
2.12.2Gender differences onEmotion
2.13
Conceptual
Framework of theStudy
CHAPTER THREE: NBT and TS Strategies
118
120
121
123
125
126
128
132-173
132
132
134
138 3.1 Introduction
3.2
Perspectives
of InstructionalStrategies
3.3
Implications
ofThinking Strategies
intheCurriculum3.4 Neuroscience-Based
Thinking (NBT)
andThinking
Skills(TS) Strategies
3.4.1
Origins
of NeurosciencePrinciples
in NBTStrategy
1383.4.la
Merging Principles
ofCognitive
Neuroscience in NBT 138 strategy3.4.lb
Integrating Principles
of NeuroLinguistic Programming
140Through
NBTStrategy
3.4.1c Relevance between
Cognitive
Neuroscience and Neuro 141Linguistic
inNBTStrategy
3.4.2
Origins
ofThinking
Skillsin NBT and TSStrategies
3 .4.2aCreative
Thinking
Skills142
142
VIll
3.4.2b Critical
Thinking
Skills 1433.4.2c
Integrating
CreativeThinking
Skills and CriticalThinking
143Skills in the NBT and TS
Strategies
3.4.3 Interactions of the NBTand TS
Components
1453.4.4 Models ofNBT andTS
Strategies
1473.5 Framework ofNBT and TS
Strategies
1503.6 NBT and TSTools 151
3.6.1 The
Importance
of NBT and TSStrategies
1513.6.2 TheGoals ofNBT andTS
Strategies
1523.6.3
Building
andPreparing
of the NBT and TS tools 152 3.6.3a Introduce Brochure andImplementation
Guide of the 153NBT and TS
Strategies
3.6.3b
Preparing
Lessons Plansof theNBT and TSStrategies
1543.7 The
Implementation
oftheNeurosciencePrinciples
andThinking
Skills 157in
Strategies
3.7.1 Neuroscience-Based
Thinking Strategy (NBT)
1603.7.1a
Implementing
the NeurosciencePrinciples
andThinking
160Skills in NBT
Strategy
3.7.1b The NBT
Strategy's
Procedures 1643.7.lc Teacher and
Pupils'
Rolesduring
Lessons of NBT 165Strategy
3.7.2
Thinking
SkillsStrategy (TS)
1673.7.2a
Implementing
theThinking
Skills inTSStrategy
1673.7.2b The TS
Strategy's
Procedures 1683.7.2c Teacher and
Pupils'
RolesinThinking
SkillsStrategy
168IX
3.7.3
Employing
theSyllabus
inNBT andTSStrategies
3.7.4 Prevalent
Strategy (P)
3.8
Summary
of the Differences amongNBT,
TS andpStrategies
CHAPTER FOUR: Methodology
169
171
171
174-204
4.1 Introduction
4.2 Research
Design
4.3
Population
4.4 Research
Sample
4.5
Controlling
the Factors4.6 OnsetAcademicExam
4.7 Treatments ofthe
Study Groups
4.8 ResearchVariables
4.9Research Instruments
4.9.1 Science Tasks of
Thinking
and Emotion174
174
177
178
178
181
182
183
184
184
4.9.1a Items and
Scoring
Procedures of Science Tasks of 186Thinking
and Emotion4.9.lb Protocol
Implementation
of Science Tasks ofThinking
187and Emotion
4.9.2
Questionnaire
of CreativeThinking
1894.9.2a The Items and
Scoring
Procedures of CreativeThinking
191Questionnaire
4.9.2b The Protocol of
Implementation
of CreativeThinking
195Questionnaire
4.9.3
Validity
andReliability
ofInstrument 196x
4.9.3a
Validity
oftheStudy
Instruments 4.9.3bReliability
ofStudy
Instruments 4.10 Data oftheStudy
4.10.1 Data
Analysis
4.10.2 Data
Collecting
Procedures4.11 Research Procedures
4.12
Summary
CHAPTER FIVE: Pilot Study
196
196
197
198
200
201
203
205-228
5.1 Introduction
5.2 The
Preparation
Phase5.3 The
Development
Phase5.4The
Implementation
Phase5.4.1 The
Sample
ofPilotStudy
5.4.2
Meeting
and Discussions 5.4.3Visiting
and Observation205
207
208
209
210
211
211
5.4.3a Observation
Questionnaire
of PilotStudy
for Teachers 212 andPupils
5.4.3b Items and
Scoring
of ObservationQuestionnaire
of 212Teachers and
Pupils
5.4.3c Protocol of
Implementing
ObservationQuestionnaire
of 213 Teachers andPupils
5.4.4
Implementing
the Initial Instruments ofTest andTasks 5.5 The Assessment Phase214
214
XI
5.5.1
Validity
andReliability
of ObservationQuestionnaire
inthe Pilot 215Study
5.5.2
Reliability
between Forms A and B ofThinking
and Emotion 216Tasks
5.5.3 Test-Retest of the
Study
Instruments 2165.5.4
Validity
andReliability
of the NBT and TSStrategies
Tools 2185.5.4aPanel Consensus in Neuroscience
Principles
2185.5.4b Panel Consensus in Educational
Examples
for Activities 219 ofLearning
Environment5.5.4c
Matching
betweenThinking
Skills ofNBT,
TS and 221Syllabus
ofScienceSubject
5.5.4d
Implication
of NeurosciencePrinciples
andThinking
222Skills ofNBT foreachLesson
5.6The Resultsofthe Pilot
Study
5.6.1 Observation
Questionnaire
Resultfor Teachers andPupils
5.6.2 ScienceTasks of
Thinking
and EmotionResult5.6.3 Creative
Thinking
TestResult5.7The
Summary
CHAPTER SIX: Findings
6.1 Introduction
6.2
Descriptive
Statistic6.2.1
Respondents'
Characteristics6.2.2 Mean, Standard Deviation and
Frequency
6.2.3
Normality
amongGroups
in Pre and Post TestsXII
224
224
225
226
228
229-273
229
230
230
231
232
6.2.3aTestof Creative
Thinking
6.2.3b Task of
Thinking
6.2.3cTaskof Emotion
6.3 The
Equality
ofQuasi Experimental Study
232
234
236
238
6.3.1 Test of
Groups' Equivalence
andHomogeneity
of Variables at 238 theonsetoftheStudy
6.3.2 Correlation betweenPre-TestandPost-Test 240
6.4 Research
Findings
of TestsandTasks 2406.4.1 The Creative
Thinking
Tests 2416.4.1a
Groups
Effect ofCreativeThinking
2426.4.1b Gender Differences in Creative
Thinking
2446.4.1cInteraction EffectofCreative
Thinking
2476.4.2 The Sub-skillsofCreative
Thinking
Results 2476.4.2a
Groups
Effect onSub-skills ofCreativeThinking
2496.4.2bGenders Differences onSub-skills ofCreative
Thinking
2536.4.2cInteraction EffectonSub-skills ofCreative
Thinking
2586.4.3
Thinking
ResultsofScience task 2606.4.3a
Groups
EffectonThinking
of Science Task 260 6.4.3b Genders Difference onThinking
ofScienceTask 2636.4.3cInteraction Effect on
Thinking
of Science Task 265 6.4.4 Emotion Performance Results ofSciencetask 2656.4.4a
Groups
Effect onEmotion ofScience Task 266 6.4.4b Genders Difference onEmotion of ScienceTask 2686.4.4c Interaction Effect onEmotion of ScienceTask 270
6.5
Summary
271XIII
CHAPTER SEVEN: Discussions
7.1 Introduction
7.2 Discussions
274-307
274
275
276
276
278
283
284 7.2.1 Creative
Thinking
and Its Sub-Skills7.2.1aThe Main Effect of Creative
Thinking (Overall Scores)
7.2.1 bTheMainEffects of Creative
Thinking
Sub-Skills7.2.lc Genders Differences in Creative
Thinking
7.2.1d InteractionEffect between theKindof
Strategy
andGenderonCreative
Thinking
7.2.2 ThePerformance in ScienceTasks of
Thinking
and Emotion 2867.2.2a TheMainEffectof Performance of
Thinking
inScience 286Task
7.2.2b The MainEffect of Performance of Emotion in Science 289
Task
7.2.2c Genders Differencesin
Thinking
and Emotion ofScience 292 Task7.2.2d Interaction Effect between Kind of
Strategy
and Gender 294on
Thinking
and Emotion ofScienceTask 7.3 Generalizations and Limitations oftheStudy
7.4
Suggestions
and Recommendations7.4.1 Recommendations for
Implementation
7.4.1a
Implications
forPolicy
Makers7.4.1 b
Implications
for Teachers 7.4.2Suggestions
for Future ResearchXIV
296
298
298
298
300
301
7.5 Conclusion
Bibliography Appendixes
302
308
331
xv
LIST OF TABLES
Content Page
Table 3.1:
Fluency
List of Ideas Table3.2:Flexibility
List of IdeasTable3.3: The Differences among
NBT,
TS andpTable 4.1:Research
Design
and VariablesTable 4.2:
Study Sample
inPrimary
Schools atPenang
IslandTable 4.3: The
Descriptive
StatisticsofStudy Groups
in Academic Exam159
160
172
177
178
181
Table 4.4: The Levene's Test of
Equality
ofError Variances for Academic 182 ExamTable 4.5: The
One-way Analysis
ofVariance(ANOV A)
Test of Academic 182 Exam betweenStudy Groups
Table 4.6: Coefficients of Correctors' Concordance
by
Kendall's(W)
of 195TCT
Table 4.7: Coefficients of Internal
Consistency by
CronbachAlpha
of 197Instruments
Table 4.8: Research
Questions
and DataAnalysis
Method 200Table 5. I:
Diary
ofthe PilotStudy
atBukitGelugor Primary
School 210Table 5.2: Pilot
Study Sample
atPenang
Island 210Table 5.3: Pearson Correlations among Forms ofthe Test Science Tasks of 216
Thinking
and EmotionTable 5.4: Pearson Correlations of Test-retest
Reliability
among Forms of 217 the Science TasksXVI
Table 5.5: Pearson Correlations of Test-retest
Reliability
of the Creative 217Thinking
TestTable 5.6: Coefficients of Panels' Concordance
by
Kendall's(W)
of 219Neuroscience
Principles
Table 5.7: Coefficients of Panels' Concordance
by
Kendall's(W)
of 220Educational
Examples
Table 5.8: Coefficients of Panels' Concordance
by
Kendall's(W)
of 222Matching
betweenThinking
SkillsTable 5.9: Coefficients of Panels' Concordance
by
Kendall's(W)
of 223Implication
of NeurosciencePrinciples
andThinking
Skills ofNBT in
Syllabus
Table5.10:
Background
Information ofPupils
inPilotStudy
224Table 5.11: Mean Scores and Standard Deviation ofthe Two
Types
of the 226Tasks
(Form A&B)
as Perceivedby
thePupils
at PilotStudy
Table 5.12: The Difference between
Pupils
Who Wrote the Answer In 227English Language
and Who Wrote in BahasaMalaysia
onCreative
Thinking
Test ResultTable6.1:
Background
Information ofthe Students 230 Table 6.2:Mean,
Standard Deviation andFrequency
of the Variables(Pre
231and Post
Test)
Table6.3: The M-estimatorsof Creative
Thinking
forStudy Groups
234Table 6.4: The M-estimators of
Thinking
of Science Task for theStudy
236Groups
Table 6.5: The M-estimatorsof Emotion of Science Task 238
Table 6.6: The Levene'sTest of
Equality
ofError Variances in Pretest 239XVII
Table 6.7: The
One-way Analysis
ofVariance(ANOVA)
Test at the Onset 239of the
Study
Table 6.8: Pearson Correlations between Preand Post Tests 240
Table 6.9:
Mean,
Standard Deviation of the CreativeThinking
of the Post 241 Test in eachGroup
Table 6.10: The ANCOVA Test of Difference between Students' 243
Performance of Creative
Thinking
TestTable 6.11: Post Hoc
(LSD)
PairwiseComparisons
of CreativeThinking
243between
Groups
Table 6.12:
Mean,
Standard Deviation ofthe CreativeThinking
of Male and 245 Female ineachGroup (Post Test)
Table 6.13: The ANCOVA Test of Difference between Students' Genders 246
ontheirPerformance ofCreative
Thinking
TestTable 6.14: Post Hoc
(LSD)
PairwiseComparisons
Tests of Creative 247Thinking
between Maleand Femalewithin NBTGroup
Table 6.15: Pearson Correlations of between Sub-skills ofCreative
Thinking
248Table6.16:
Mean,
Standard Deviation oftheCreativeThinking
Sub-skills in 249each
Group (Post Test)
Table 6.17: The Box's M and Levene's Test of
Equality
of Error 250Covariances of Sub-skills of Creative
Thinking
Table 6.18: Multivariate Tests of Differences between the Sub-skills of 250
Creative
Thinking
Table 6.19: Results of Post Hoc
(LSD)
PairwiseComparisons
of Creative 252Thinking
Sub-skills inStudy Groups (Post Tests)
XVIII
Table 6.20: Mean, Standard Deviation of the Creative
Thinking
Sub-skills of 254 Male and Female in eachGroup
Table 6.21: The Box's M and Levene's Test of
Equality
of Error 255Covariances of Sub-skills of
Thinking
between Genders in NBTGroup
Table 6.22: Multivariate Tests ofGenders Differences in the PosttestofSub- 255
skillsof
Thinking
forNBTGroup
Table 6.23: The Box's M and Levene's Test of
Equality
of Error 256Covariances of Sub-skills of
Thinking
between Genders in TSGroup
Table6.24: Multivariate Tests ofGenders Differences in the PosttestofSub- 256
skills of
Thinking
forTSGroup
Table6.25: the Box's M and Levene's Test of
Equality
ofErrorCovariances 257 of Sub-skills ofThinking
between Genders in PGroup
Table 6.26: MultivariateTests ofGenders Differences in the Posttest of Sub- 257
skills of
Thinking
for PGroup
Table 6.27: Post Hoc
(LSD)
PairwiseComparisons
ofFlexibility
in Genders 258ofP
Group
Table 6.28: Mean, Standard Deviation of the
Thinking
of the Post Science 261Task in each
Group
Table 6.29: The ANCOVA Test of Difference between Students in
Groups
262of
Study
ontheir Performance ofThinking
of Science TaskTable 6.30: Results of Post Hoc
(LSD)
PairwiseComparisons
in Post 262Science Task of
Thinking
inGroups
XIX
Table 6.31: Mean, Standard Deviation of the
Thinking
of the Post Science 263Task of Male andFemalein each
Group
Table 6.32: ANCOVA Test of Difference between Students' Genders on 264
their Performance of
Thinking
ofScience TaskTable 6.33:
Mean,
Standard Deviation of the Emotion of Science Post Task 266ineach
Group
Table 6.34: ANCOVA Test of Gender Difference on their
Thinking
In 267PerformanceofScience Task
Table 6.35: Results of Post Hoc
(LSD)
PairwiseComparisons
in Post 267ScienceTask of
Thinking
in eachGroup
Table 6.36:
Mean,
Standard Deviation of the Emotion ofSciencePost Task 268ofMale and Femalein each
Group
Table 6.37: ANCOVA Test of Gender Difference on their Emotion III 270
Performance ofScienceTask
xx
LIST OF FIGURES
Content Page
Figure
2.1:HumanBrainFigure
2.2: LobesofCerebralHemisphere Figure
2.3: ANeuronFigure
2.4:TheNeuronTransmissionFigure
2.5: Model ofCreative andCriticalThinking Figure
2.6: TheCircumplex
Model of Emotions34
36
38
39
93
101
Figure
2.7: Framework of Deliberate and/orSpontaneous
Modes of 103Processing,
andCognitive
and/or Emotional StructuresFigure
2.8:Conceptual
frameworkof thestudy
131Figure
3.1: Neuroscience-BasedThinking (NBT)
andThinking
Skills(TS)
146Figure
3.2:Stages
ofProducing
Idea in NBT and TSStrategies
147Figure
3.3:Steps
ofThinking Processing Stages
of(NBT
&TS) Strategies
148Figure
3.4: Model ofNBT that Interaction ofCognitive
Neuroscience and 149Neuro
Linguistic
with Creative and CriticalThinking
SkillsFigure
3.5: FrameworkofNBT and TSStrategies
150Figure
4.1: Treatment ofStudy Groups
183Figure
5.1: Phasesofthe PilotStudy
207Figure
6.1:Normality
of theCreativeThinking
foreachGroup
233Figure
6.2:Normality
oftheThinking
of science task foreachGroup
235Figure
6.3:Normality
ofthe Emotionof Sciencetask for eachGroup
237Figure
6.4 The Interaction betweenGroups
andThinking
TaskFluency
259XXI
GLOSSARY OF ABBREVIATIONS
NBT: Neuroscience-Based
Thinking Strategy
TS:
Thinking
SkillsStrategy
P: Prevalent
Strategy
TCT: Test of Creative
Thinking
STT: Science Task of
Thinking
STE: Science Task of Emotion
XXlI
Kesan
Strategi
Pemikiran Berdasarkan Neurosains(NBT)
dan Kemahiran Berfikir(TS) terhadap
Pemikiran dan Emosi dalamKalangan Pelajar
SekolahRendah
ABSTRAK
Matlamat
kajian
ini adalah untukmengkaji
kesanstrategi
Pemikiran BerasaskanNeurosains
(Neuroscience-Based Thinking, NBT)
danStrategi
Kemahiran Berfikir(Thinking
Skills,TS) terhadap pemikiran
kreatif danprestasi
tugasan sains(pemikiran
danemosi)
dalamkalangan pelajar
sekolah rendah diMalaysia. Kajian
ini
menggunakan
reka bentukkajian kuasi-eksperirnen dengan
satukumpulan
kawalan dan dua
kumpulan eksperimen. Sampel
terdiridaripada
98 orang muridpelajar darjah
limabagi
tahunpengambilan
2010. Kedua-duakumpulan eksperimen
dikenali
sebagai
NBT danTS,
manakalastrategi pervalens (P) sebagai kumpulan
kawalan.
Pengajaran
dikendalikan olehtiga
orang guru sains yang berbeza.Ketiga
tiga kumpulan menjalani
duapenilaian (praujian
danpascaujian) bagi tiga
instrumen berikut:Ujian
Pemikiran Kreatif(Test of
CreativeThinking, TCT), Tugasan
Pemikiran Sains(Science
Taskof Thinking, STT)
danTugasan
Pemikiran Emosi(Science
Taskof
Emotion,STE). Kebolehpercayaan
instrumen adalah baiksebagaimana
yangditunjukkan
oleh CronbachAlpha
dan korelasi Pearson. Statistik inferensi ANCOVA dua hala danujian
MANCOVA, serta kaedah LSD post hocdigunakan pada tahap p<.05
untuk menentukan secara statistikperbezaan
yangsignifikan
di antarakumpulan kajian. Dapatan kajian menunjukkan
bahawaterdapat perbezaan
yangsignifikan
di antarakumpulan. Dapatan ujian pemikiran
kreatifdalam sains dan
subkemahirannya (kefasihan,
kefleksibelan dankeaslian) menunjukkan
bahawa murid-murid dalamkumpulan
NBTmendapat
skor yang lebihtinggi berbanding dengan kumpulan
TS dan P dalam semuaaspek
kecuali dalam subkemahiran(kefasihan)
yang manakumpulan
TSmemperoleh
skor yang lebih baik.Selanjutnya, keputusan menunjukkan
bahawa tiadaperbezaan
yangsignifikan
dalam
pascaujian
di antaragender
dalam semuakumpulan. Begitu juga,
tiada kesaninteraksi yang
signifikan
dalampascaujian
di antarasemuakumpulan
dan kedua-duagender terhadap
semuapemboleh
ubah. Justeru,kajian
inimencadangkan
agarpendidik
berusahameningkatkan pembelajaran
dan kreativiti dalamkalangan pelajar dengan menerapkan prinsip
neurosains dalam prosespembelajaran
danpengajaran,
Hal ini boleh dilakukan
dengan menyepadukannya
ke dalam kurikulum.XXIII
Effects of Neuroscience-Based
Thinking (NBT)
andThinking
Skills(TS) Strategies
onThinking
and Emotion amongPrimary
Schoolspupils
ABSTRACT
The aim of this
study
is toinvestigate
the effects ofNeuroscience-BasedThinking (NBT)
strategy andThinking
Skills(TS)
strategy on creativethinking
and theperformance
of science tasks(thinking
andemotion)
amongMalaysian pupils
inprimary
schools. Thisstudy
usedquasi-experimental
researchdesign
with onecontrol group and two
experimental
groups.Ninety eight pupils
enrolled in standard fiveduring
the 2010 educational year formed thesample.
The twoexperimental
groups were named NBT and TS while
prevalent
strategy(P)
as the control group.The instruction was carried out
by
three different science teachers. These three groups were measured twice(pretest
andposttest)
of three different instruments: the Test ofCreativeThinking (TCT),
Science Task ofThinking (STT)
and of Emotion(STE).
The instruments' reliabilities aregood
as showedby
Cronbachalpha
andPearson correlation. Inferential
statistics, namely
two ways ANCOVA and MANCOVA tests, and LSD posthoc method were used at a .05 level to determinestatistically significant
differences betweenstudy
groups. The results showed that there weresignificant
differences between groups. The result ofthe test ofcreativethinking
in science and its sub-skills(fluency, flexibility
andoriginality)
indicatedthat the
pupils
in NBT group scoredhigher
ascompared
to TS and p groups in all butone sub-skill(fluency)
whereTS group has betterscore.Likewise,
the TSpupils
are
higher
than Ppupils
except inoriginality
where both were similar.Similarly,
theresults of
thinking
and emotion of science tasks revealed that thepupils
of NBTscored
higher
than TS and p groups in theirthinking
and emotion. Furthermore, the results revealed that there were nosignificant
differences in posttest betweengender
in all groups.Similarly,
there were nosignificant
in interaction effects in post-test between all groups and bothgender
on all variables yet the femalepupils
of TSgroup have
high
scores influency.
Therefore, thestudy
recommends that educatorsshould work to enhance
learning
andcreativity
amongpupils by employing
neuroscience
principles
inteaching
andlearning
processby integrating
them intocurriculum.
XXIV