أثر استخدام نظرية التعلم المستند إلى الدماغ فى تدريس التاريخ على تنمية مهارات التخيل التاريخى والتفکير الجانبى لتلاميذ المرحلة الابتدائية

Abstract
The Effect of Brain based Learning Theory in teaching history for
Development Historical Imagination and the Lateral Thinking in Primary
Stage Pupils
The current research aimed to check effectiveness of using the brain based learning
theory in in teaching Social Studies for Development of Historical Imagination and the
Lateral Thinking in Primary Stage Pupils for the academic year 2016/2017.
The sample community was comprised of (80) primary sex pupils who were divided
into two groups: an experimental group who was comprised of (40) pupils taught
using the brain based learning theory, and a control group who was comprised of
(40) pupils and taught using the regular teaching method. The quasi-experimental
approach was used for achieving the research objectives and preparing the
instruments, which are historical imagination skill test and the lateral thinking skill
test.
The research findings indicated that there are statistically significant differences at
0,05 level amongst the mean scores of the experimental group pupils and the control
group pupils in the post – application for the historical imagination skill test and the
lateral thinking skill test in favor of the experimental group. Furthermore, the findings
showed there are a great effect size and an effectiveness for employing the brain
based learning theory in teaching history, developing the lateral thinking skills and the
historical imagination in the experimental group. The research provided a host of
recommendations most important of which are to provide a safe educational
environment free of threat, tension and full of appropriate and various challenges for
the pupils' levels, necessity of holding training workshops for pre-service teachers
and for in-service teachers on how to teach using the brain based learning theory.
Moreover, the research provide a number of the suggested research related to the
brain based learning theory, historical imagination and lateral thinking in teaching
history.