The Availability of the Principles of Brain-Based Learning in the content of the Science Textbook For the Fifth Grade in the Syrian Arab Republic /Analytical Study/

Abstract

The research aimed to analyze the extent to which Brain Learning principles are incorporated into the Science textbook (Part Two) for the fifth grade in Syria. The study followed the descriptive analytical approach, analyzing three units (fifth, sixth, and seventh) from the textbook prescribed for the academic year 2025/2026, comprising 13 lessons. The research tool was a content analysis card designed to include the twelve principles with their 54 indicators, and its validity and reliability were verified               

The results showed variation in the inclusion rates of principles. The principle of "having at least two ways to organize memory" recorded the highest percentage (12.9%), followed by "the innate search for meaning" (10.84%), then "perceiving the whole and parts together" (10%), "the brain is a complex mechanical system" (9.67%), "searching for meaning through patterning" (9.19%), "uniqueness" (8.7%), and "the brain is social" (8.06%), while "the evolutionary character of the brain" was the least included (4.83%), followed by "complex learning is enhanced by challenge" (5.64%), "emotional state" (5.96%), "peripheral attention" (6.45%), and "conscious and unconscious processes (7.25%)