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All Journal Journal Evaluation in Education (JEE) Indonesian Journal of Education Research (IJoER)
John Albert R Dela Rosa
Bataan Peninsula State University
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Designing Social Studies Brain-based Lesson Plan using Activation, Connection, and Transfer (ACT) Model John Albert R Dela Rosa
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2097

Abstract

Purpose of the study: This study develops a model for designing brain-based lesson plans in Secondary Social Studies. The developed model may serve as a reference for developing brain-based lesson plans grounded in an understanding of how the brain learns and works effectively. Methodology: This study employed a developmental research design. The research data were gathered through the validation of lesson plans, observation of lesson try-outs, focus group discussions, semi-structured interviews, and other techniques such as student behavioral measures, emoticons, ratings, and metaphors. Descriptive statistics were used to analyze the quantitative data, while a thematic analysis was utilized for analyzing qualitative data. Main Findings: The results indicated that when applying the ACT Model in instruction, Social Studies teachers should begin by activating students’ brains through engaging and enjoyable learning activities that present essential concepts at the start of the lesson. This should be followed by connecting the lesson to the students’ life experiences. Lastly, to demonstrate relevance, the Social Studies lesson should conclude by transferring students’ learning into their lives more realistically, allowing them to practice and internalize the content. Novelty/Originality of this study: This study advances academic discourse on applying brain science to social studies education. It highlights the importance of integrating neuroscience with social studies education to design scientifically sound teaching methods. Additionally, it contributes to the field of research by outlining a process for developing a learning model aimed at enhancing social studies education.
Designing Social Studies Brain-based Lesson Plan using Activation, Connection, and Transfer (ACT) Model John Albert R Dela Rosa
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2097

Abstract

Purpose of the study: This study develops a model for designing brain-based lesson plans in Secondary Social Studies. The developed model may serve as a reference for developing brain-based lesson plans grounded in an understanding of how the brain learns and works effectively. Methodology: This study employed a developmental research design. The research data were gathered through the validation of lesson plans, observation of lesson try-outs, focus group discussions, semi-structured interviews, and other techniques such as student behavioral measures, emoticons, ratings, and metaphors. Descriptive statistics were used to analyze the quantitative data, while a thematic analysis was utilized for analyzing qualitative data. Main Findings: The results indicated that when applying the ACT Model in instruction, Social Studies teachers should begin by activating students’ brains through engaging and enjoyable learning activities that present essential concepts at the start of the lesson. This should be followed by connecting the lesson to the students’ life experiences. Lastly, to demonstrate relevance, the Social Studies lesson should conclude by transferring students’ learning into their lives more realistically, allowing them to practice and internalize the content. Novelty/Originality of this study: This study advances academic discourse on applying brain science to social studies education. It highlights the importance of integrating neuroscience with social studies education to design scientifically sound teaching methods. Additionally, it contributes to the field of research by outlining a process for developing a learning model aimed at enhancing social studies education.
The Interplay of Cognition and Emotion in Brain-Based Social Studies Classroom John Albert R Dela Rosa
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 5 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i5.2139

Abstract

Purpose of the study: This study investigates how students' cognition and emotion are interrelated and interconnected in learning Social Studies through a brain-based learning approach. The results will contribute to the academic discourse on the role of brain science in transforming classroom practices in Social Studies to achieve the desired learning outcomes. Methodology: A case study methodology was utilized to explore how brain-based Social Studies lessons influence students' cognitive and emotional responses. Data were collected through interviews, focus group discussions, and creative assessment tools such as emoticons, numerical ratings, and metaphors, enabling a comprehensive understanding of students' perceptions, engagement levels, and overall learning experiences within the classroom context. Main Findings: Social Studies is a value-based discipline that necessitates the development of both cognitive and emotional skills among students. Therefore, the integration of emotion in teaching Social Studies should align with the subject’s learning objectives. It should begin with enjoyment to activate students' brains, followed by surprise to help them see connections, and conclude with optimism, demonstrating how their learning can be applied to real-life situations. This dual focus is essential for fostering civic participation and cultivating active citizenship. Novelty/Originality of this study: Brain-based learning, as an emerging approach in teaching Social Studies, posits that emotion and cognition are intertwined and inseparable. It provides solid scientific explanations for how the brain learns and achieves the desired learning outcomes of the subject. This approach may offer a long-awaited solution to the longstanding perception of Social Studies as a dull and unengaging subject.
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