What Is Brain Based Learning?

The brain is an excellent self-explanatory book. The solutions to both physiological and learning-related mysteries about the brain, which has an average weight of 1.4 kg, are mostly the result of studies in the last 50 or even the last 25 years. Especially in the 1980s, the development of computers led to more research and knowledge about the brain.

It is interesting, is not it; The computer-brain relation was like a call to figure himself out through his own product. Computers, as a product of the brain, revealed the fact that the brain is even more complex and very different from other organs. He states that the brain is an important particle that makes a person human in a wide area, from not only controlling how it manages our body but also how it is the most important stage of the act of learning, from our emotions to our thoughts.

Terms such as Brain-Based Learning or Brain-Based Education are based on teaching techniques based on learning neuroscience; that is, scientific findings on brain-based learning are used in the implementation of educational strategies and in the creation of curricula.


What is Brain-Based Learning?

Simply put, it is a learning theory that fits the structure and functions of the brain. Learning takes place easily if it is done in accordance with these features of the brain.

All learning is, of course, brain-based. However, the brain-based learning we will talk about here is deliberately arranging learning practices according to the brain's learning systematic.


Brain-Based Learning means preparing teaching methods, lesson designs, and school programs based on scientific research about how the brain learns affectively and cognitively, including factors such as cognitive development.

Brain-Based Learning is based on the belief that learning can be accelerated and improved, based on the place of the brain in learning science.

For example, intelligence was believed – formerly – to be a fixed trait that remained largely unchanged throughout a person's life. However, recent discoveries in the cognitive sciences have revealed that the human brain physically changes when it learns information, and after practicing certain skills, it becomes increasingly easier to continue learning and improving those skills.

This finding, showing that learning effectively improves brain function, flexibility, and working intelligence, has potentially far-reaching implications for how schools can design their academic programs and how teachers can structure their educational experiences in the classroom.


There are three issues to be aware of in brain-based learning:

1-) You should know the structure of the brain and how you learn.

There are more than 100 billion brain cells in the human brain. Each cell, called a neuron, hosts every piece of information we learn. Learned information creates chemical changes in the brain. Synaptic connections are established between each neuron that contains learned information and other neurons that contain other information. Thus, we create learning networks. When we see a piece of information – if we have learned it through previous relationships – we immediately remember other information.

2-) Memory – You Must Know Memory.

It refers to the ability to permanently store the learned information in the cortex and to recall, remember and reuse that information when necessary. Volatile memory or working memory helps us in our daily routines and is information that we use and throw away like a tissue. It is ordinary. When we write extraordinary information to the cortex, a permanent memory process occurs and as we never forget that information, any clue reminds us of that information.

3-) You should know the Brain-Based Learning Principles.


The basic principles of our brain are complex, but not difficult to understand. Because our brain is built on problem-solving. Remember; You're talking about your only brain that has a place above your head. Brain-based learning features include:

  • There are five ingenuities in the five fingers of our brain. So, it can do multiple functions at the same time.
  • Learning is not only a mental event but also a physiological one. In other words, your physical structure, health, and nutrition also affect learning.
  • Interestingly, our brain is constantly searching for meaning. Why am I learning in learning? Why? How? etc. seeks answers to questions.
  • Our brains are adept at forming patterns. That's why old learning can sometimes mold us and prevent new information from entering the brain, critical thinking, or creative thinking.
  • Emotions and cognitions are inseparable. The limbic system, which we call the midbrain, manages our emotions and supports the writing of information to the cortex, that is, the formation of cognition. There is an incredible ability to adapt between these two.
  • The function of the right and left lobes of our brain is perceived as a whole, as in the emotion-cognition pair. We have difficulty in learning because we separate ourselves from our own weak will. However, the brain sees and evaluates everything holistically. Learning, too, takes place not by using just one lobe, but by using both lobes in relation to each other. Mathematics-Turkish-Language skills etc. by investing in Painting, Music, Art, and so on. Dedicated to our education system that does not support learning!
  • The view of our brain is holistic. That is, it sees and evaluates both the content and the environment together. If the learning environment is designed correctly, learning takes place positively. If not, it won't happen. The brain looks for a new tool, picture, or concrete shape to support everything it learns, even an imaginary object, even if it is an imaginary one, and learns by shaping it.
  • Our brain can quickly grasp the rest of the information by means of a small clue. A lot of information in the subconscious is easily remembered with a clue that reminds him of it.
  • Temporary memory is like our secretary. Writes down what we care about. After a while, these will help the most important one to survive and keep the others out of your agenda. The brain thus opens our way. Useless information wasted!
  • The more stimuli, the easier our brain learns. The design of the learning environment in brain-based learning is very important in this respect. (See: How is a school designed for brain-based learning?)
  • If there is any challenging or threatening atmosphere in the learning environment, learning does not take place. The brain blocks it. For example, a teacher or family shouting at a child to learn is putting a shackle on the child's brain.
  • Every brain is unique. Although everyone apparently has the same physical brain, each is a separate "human" brain. Each sheep will be hanged by its own leg



  1. Motivate the student. Do this not just verbally, but by making the learning environment more conducive.
  2. Review the stimuli in the learning environment. Low stimuli cause image and perception pollution. High stimuli accelerate learning.
  3. Avoid competitive environments or systems such as rewards. Because reward anxiety causes stress in successful students. It creates withdrawal in the unsuccessful student, causing mixed feelings.
  4. Negotiation environments, exchange of ideas, chat, etc. activities strengthen learning and place the learned information in its proper place.
  5. Establish relationships between the student's private life, family, and other social environment and what you teach.

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