This article describes the impact of using “Brain-based learning”  BBL strategies on the development of analytical skills among 8th-grade students in chemistry lessons. This approach, based on recent neurobiological research, aims to optimize the learning process and enhance students cognitive abilities. BBL strategies, such as "Turn and Talk time", "Think, Groupe, Share" and "Interval Repetition" were used to stimulate student interaction, improve the processing of educational information and encourage collaborative learning when formulating hypotheses, planning, conducting and analyzing the results of chemical experiments.

The aim of the recearch is to develop students' skills in planning chemical experiments, making predictions and drawing conclusions based on the results of the experiments in chemistry education.

Relevance: The low development of students' skills in planning chemical experiments, collecting data, analyzing and processing the obtained information, and drawing conclusions has led to the need for enhancing their higher-order thinking skills. To foster these scientific skills the issue of improving students' analytical abilities (such as understanding, memorizing, applying, discussing, evaluating, and synthesizing) has emerged.

Research Questions:

1. What methods and techniques create favorable conditions for the development of analytical abilities?
2. Through which methods can the development of analytical abilities be assessed?

According to Alyson D.'s research, analytical skills refer to the ability to gather and analyze information, solve problems, and make decisions (Alyson D., 2020). Tasks aimed at analyzing the information provided during lessons the results obtained from laboratory work, visualizing data and drawing conclusions contribute to the development of analytical skills. In A.V. Fedorov's research, analytical thinking is linked to problem-based learning where tasks directed at solving problems are given to students during the educational process (Fedorov A.V., 2011).

The importance of Brain-Based Learning (BBL) strategies in improving analytical abilities is significant. Studies have shown that these methods increase activity, improve memory and develop critical thinking. Researchers like E. Jensen, John Medina and K. Ericsson have made significant contributions to understanding and promoting these strategies.

In his work, Jensen E. (2008) states that "positive emotions can enhance memory and motivation," while "negative emotions may hinder learning." He discusses the impact of stress on cognitive functions and learning performance and suggests strategies for creating a conducive learning environment that reduces stress and supports positive learning (Jensen, 2008, p.15). Visual images are remembered better than text or speech (Kane, R., 2004). Many scholars have explored how the interaction of one student with others enhances brain development. Group work in class and extracurricular group projects help children learn from others. For centuries, many teachers believed that competition stimulated students, but Brain-Based Learning experts argue that cooperation is often the best way to learn (Ericsson K., Krampe R.T., Tesch-Römer C).

Another way to transfer information from sensory memory (the shortest-term memory) to long-term memory is by asking students to express what they have learned in their own words, either orally or in writing. Many BBL experts refer to this process as "re-coding" (John Medina, 2008).

According to the NIS-Programme "Chemistry" curriculum of the Nazarbayev Intellectual Schools, students are expected to develop skills in planning chemical experiments, selecting equipment, working with reagents, observing, and describing experiments. As a result, they are required to support their viewpoints based on available facts and observation data. The study of developing analytical skills of 8th-grade students through BBL strategies during laboratory or practical work in chemistry classes was chosen to enhance logical thinking, evidence analysis, and critical evaluation of information.

The research was carried out using the following methods: 1. Survey 2. Discussion of students' work (practical work and Summative Assessments of term) 3. Observation 4. Interview Accordingly, a theoretical analysis of scientific literature, analysis of the curriculum and summative assessment of term results, direct observation, surveys and statistical processing methods were planned. Effective methods for developing analytical skills were analyzed. The following methods were chosen to help develop students' skills in planning chemical experiments, making predictions and drawing conclusions based on experimental results: 1. Think, Groupe, Share method 2. Turn-and-Talk time 3. Interval repetition The "Turn-and-Talk time" method helps clarify expected outcomes and develop the ability to analyze accumulated ideas by changing partners. The "Think, Groupe, Share" method allows students to individually think about their predictions, discuss them within the group, and share the final conclusions of their work. Interval repetition is a method based on repeatedly reviewing chemical definitions and terms within a certain time period to aid memory retention. In pair work, students will evaluate their own level using the "Arrow" method. For group work evaluation, the "Sandwich" method was chosen. This method is effective in not only identifying the strengths of the group's work but also providing specific suggestions for improvement.

To enhance memory retention during planning, students were presented with images related to combustion, photosynthesis, heating, and cooling processes in pair work. The “Turn-and-Talk” method was successful, with students exchanging ideas between pairs and sharing their knowledge. The “Think, Groupe, Share” method helped students share predictions, discuss experiments and analyze results. Students shared conclusions and findings which promoted group consensus. Through this method, some students identified and corrected their errors in predictions. Others realized they hadn’t fully formed their hypothesis during the experiments, but through discussion, they reached a common conclusion. Group work encouraged effective planning by predicting both difficulties and advantages. The “Arrow” method, based on Bloom's Taxonomy, effectively evaluated students analytical skills. Students used descriptors to evaluate their understanding of classifying images related to endothermic and exothermic processes. In group work, the “Sandwich” method was effective for offering constructive feedback. However, some students struggled to identify areas for improvement in their group’s work. This highlighted the need for peer involvement in the evaluation process. Keywords like "reaction application areas," "production," and "heat usage" helped students critically assess their work. The use of resources in group work helped develop students' skills in evidence-based analysis. Moving forward, we decided to provide students with practice sheets that they would fill out themselves during experiments, enhancing their analytical skills. The "Knowledge Pyramid" method successfully motivated students to engage critically with their work. The “Arrow” method enabled self-assessment, while “Sandwich” provided peer feedback, which was crucial in fostering responsibility for future learning. BBL strategies, particularly “Turn-and-Talk” and “Think, Groupe, Share” proved effective in developing students analytical abilities during chemistry lessons. These methods encouraged students to classify reactions and draw conclusions, aligning with the expected outcomes. Evaluation techniques such as the "Knowledge Pyramid" and "Arrow" methods effectively measured learning progress and motivated students.

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