Currently, the Brain-Based Instructional approach has become an alternative instructional method in the schooling system of different countries of the world. This study explored the current situation of natural science and engineering instructors' knowledge and practices of brain-based instruction in Ethiopian higher education institutions. A descriptive survey research design with concurrent mixed methods was employed. Data collection tools were developed based on the twelve principles of brain-based learning theory and confirmed their validity and reliability. Survey questions were used to gather quantitative data from 512 randomly selected instructors. Qualitative data were collected through interviews with 14 purposely selected instructors. Classroom observation was also conducted to triangulate data obtained through interviews and survey questions. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed thematically. The findings of this study depict that most natural science and engineering instructors have good knowledge of brain-based instruction but not transferable knowledge and skills. There is a clear gap between instructors' knowledge and classroom practice of brain-based instruction. Thus, to improve instructional practices, higher education institutions need to work strongly to narrow the existing variation. Implications and further recommendations are also suggested.
Keywords: Brain-based instruction; Engineering; Higher education institutions; Knowledge; Natural science; classroom practices.
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