Level of Awareness about Knowledge, Belief and Practice of Brain based Learning of School Teachers in Greater Mumbai Region

The way teachers teach has been to a large extent based on psychological theories that affect human behavior. For instruction to be effective, it must be adjusted to reflect research-based practices regarding how students receive and process new information. Several studies show a direct connection between the biology of the human brain and teaching and learning (Madrazo & Motz, 2005). The knowledge about brain function and its effects on learning have the potential to revolutionize teaching and learning. Brain-based learning has resulted from educators and researchers applying the findings of brain research to guide teaching practice. This requires instructors to understand how the brain works and how to design instruction with that information in mind (Stevens & Goldberg, 2001). To be able to do so, it is essential that teachers have the knowledge about the basics of brain based learning and what do they feel about it. It is apparent from the review of related literature that few studies have been conducted on brain based learning and moreover, no study has been conducted on awareness of brain based learning in India. The purpose of this study was to determine the level of awareness measured as knowledge, beliefs, and classroom practices about brain-based learning among school teachers of Greater Mumbai region, India. Several demographic factors like, gender, faculty of teaching, teaching experience in years, and educational qualification of teachers will be the basis for comparison. The results describe the mean and comparisons of the mean on several demographic factors.