The effects of neuroscience- and non-neuroscience-based thinking strategies on primary school students’ thinking

摘要

This study investigates the difference between the effects of neuroscience-based thinking (NBT) and non-neuroscience-based thinking (NNBT) strategies on the thinking skills of 62 standard five students at two primary schools in Malaysia. A quasiexperimental design method was employed through NBT and NNBT groups. The findings revealed significant differences in the total posttest scores of creative thinking, flexibility, originality, and thinking performance scores of science task in favor of the NBT group, except in fluency, showed no significant advantage. Thus, the study implies that educators should use neurosciencebased thinking strategies to enhance creativity and learning levels among primary school students.