The Effect of Brain-Based Learning on Students’ Metacognitive Awareness

The purpose of this study is to examine effects Brain-Based Learning (BBL) method on seventh grade students' metacognitive awareness. Concurrent nested mixed was used in the study. Thirty 7th students (21 girls, nine boys) participated voluntarily. unit “Structure and Properties Matter” taught using BBL for six weeks. Students' Notebooks, Strategy Evaluation Matrix Regulatory Checklist, were qualitative data. Metacognition Scale applied as a pre-posttest quantitative According results, while there no significant difference between pre-test post-test observed Conditional Knowledge, which Knowledge Cognition sub-dimension scale. findings obtained from Assessment show that use high-level strategies (Affective Strategy) techniques (Attention Concentration), so approach increases When expressions Checklist examined, it seen process progressed, awareness increased they worked.