| The existence of a link between brain-based learning and industrial technology education is suggested within the body of knowledge related to brain-based learning. The study examined to what extent the tenets of brain-based learning theory are utilized within the current practice of industrial technology education teachers in Central and Northern Lower Michigan. The study will contribute to the body of knowledge and assist school administrators, secondary teachers and university faculty by identifying the pedagogical tendencies within industrial technology education as they relate to the tenets of brain-based learning theory. The purpose was to determine whether or not a relationship existed between brain-based learning theory and current practice within the field of industrial technology education.; The research was conducted as a correlational research project. Data was collected from a random sample of industrial technology education teachers with a two-part survey instrument. There were 79 participants within this research. The first portion of the instrument collected demographic information from the participants with multiple-choice questions and forced choice responses. The second portion was a summative scale. The computation of participant responses yielded a brain-based learning inventory score for each individual. Statistical cross tabulations were utilized to determine whether or not any association existed between the brain-based learning inventory score and the categorical variables of age, experience, credentials, school-type, curriculum, discipline, professional affiliation and teaching methodology. No significant relationships were identified. Tendencies were discovered which suggested that relationships may exist in areas beyond the scope of the original research such as the relevancy of teaching lessons, the learning environment and teaching methodologies. Future study is recommended within the associated areas of professional development, teacher supply and curriculum models. |
