Brain science is a constantly evolving area of research. Once thought to be fairly rigid in the manner it functioned, new findings on the plasticity of the brain have allowed scientists to discover that the vastly complex human brain can be highly adaptive. The human brain has over 100 billion neurons capable of making billions of connections. Science now knows that new cells can be manufactured by adult brains. The only constant behind brain science is its constant evolution. Beyond its medical value, one of the most encouraging uses of brain research is its usefulness to the classroom teacher.

For years, authors like Eric Jensen and David A. Sousa have provided literature about brain research and its effective use in the classroom. High school teachers have struggled with how to meet their students' academic needs as implicated by current brain research. Today, available information on brain-friendly techniques for high school teachers has been developed. There are many methods that can be used to incorporate brain-based research into the teaching of high school science courses.

Brain research information

Lawrence Lowery, in “How New Science Curriculums Reflect Brain Research,” states that the three areas science education should focus on include the need for learners to construct their own understanding, the necessity of having a relationship with the material, and the existence of prior knowledge to provide the relationship. Lessons that center on the words and actions of teachers do not stimulate the brain as strongly as classroom experiences requiring students to find information and work out solutions on their own.

Affective learning, while ignored by many, is an important element in the high school science classroom. How a student feels about the subject, the classroom, the teacher or the assignment, will promote or stifle the student’s ability to learn. Science teachers must work toward a positive learning environment with just the right level of challenge. Course work that is either too easy or too difficult will affect the student’s abilities in the classroom. Beginning with simple assignments that produce success for the science student helps the student believe that his or her success is indeed possible.

In her book, "Human Brain, Human Learning,” author Leslie Hart states that under feelings of threat, the cognitive process becomes impaired in the classroom. It is the responsibility of the science teacher to create a prime learning environment free from unnecessary stress. Nothing should be overlooked — even the color of the classroom walls will affect students.

Using brain research

Easy to retrieve, procedural memory is a basic memory that is learned by repetitive steps. For example, riding a bike is a procedural memory. Procedural memory can be developed in the science laboratory. Traditional lab activities, such as measuring, observing, recording and analyzing are repeated in most experiments. By performing experiments and recording data on their own, students are constructing their own learning. Episodic memories are short-term and more easily forgotten.

Science research says that premium learning must have meaning based on prior experiences. Connectivity between lessons is imperative. Students should be encouraged to construct ideas through experimentation with materials after forming an association with previous experiences, either with the materials or the concept. Connections can be formed through higher level thinking questions posed by the teacher. Science journaling provides another resource for students looking for more meaning in their science education.

The brain needs stimulation that is proved by interaction within the learning environment. Lab experiences, simple hands-on lessons, game playing and activities encourage scientific learning. Students required to research the best environment for a compost heap, create the compost heap and analyze the results will learn and retain more information than a student who watches a video on the same topic.

Create an interest in the materials by encouraging students in the use of technology by using wikis, scientific podcasts and other innovative methods to create interest. Allow students to construct their own learning experiences, much like they did in elementary school science fairs, to give them ownership of their education.

High school science, taught using highly interactive methods, is natural for the subject and complements brain research. Teachers will find success when their students are fully engaged and demonstrating ownership of their own learning process.