biological communication behavior through information technology implementation in learning accelerated生物通过信息技术实现通信行为学习加速.pdfVIP

Int. J. Communications, Network and System Sciences, 2012, 5, 454-462 / 10.4236/ijcns.2012.58056 Published Online August 2012 (http://www.SciRP.org/journal/ijcns) Biological Communication Behavior through Information Technology Implementation in Learning Accelerated Deni Darmawan Department of Educational Technology, Indonesia University of Education, Bandung, Indonesia Email: diestry2005@ Received February 2, 2012; revised June 5, 2012; accepted June 25, 2012 ABSTRACT The Biological Communication Behavior of the Left and the Right Brains have been constructed through the explana- tion of the phenomena of their specific part activities encompassing: Prefrontal, Frontal, Parietal, Central, Occipital and Parasagital which have been significantly tested in terms of their impacts in learning acceleration starting from Elemen- tary School to University levels. This study is conducted by means of constructive approach and it employs both the quantitative and qualitative techniques. The result of the study shows that the biological communication of the left and the right brains are reliably tested scientifically from the viewpoint of science. The Problem Based Learning start from elementary school to university level of both social and science groups. Keywords: Biological Communication; ICT; Learning Accelerated 1. Introduction [3]. This condition occurred because the teacher knows the properties of left and right brains only, but they do According to the observations of the real phenomena at not understand how the behavior of the brain that makes multiple levels of educational institutions