Identifying teacher understanding of phenomena-based learning after professional development

Abstract

Although phenomenon-based learning is an important pedagogical approach for science instruction, it is still new for many teachers of science. In this study, teachers have received professional development focused on identifying or creating phenomenon events for use in their classroom to improve student learning. Teachers must also be able to integrate modelling approaches so that their students can develop and refine appropriate scientific models related to the phenomenon being studied. This study will investigate teachers’ understanding of phenomena-based learning and issues surrounding the approach. Analysis of teacher questionnaires and open-ended questions about science and engineering practices and crosscutting concepts revealed understanding (1) Planning and carrying out investigations, (2) Analysing and interpreting data, (3) Constructing explanation and designing solutions, (4) Structure and function. However, teachers need supporting about using mathematics and computational thinking. Additionally, the most comfortable knowledge is connecting phenomena, processes, and events with scientific ideas. However, they have problems with controlling different kinds of response from students; some students may accept the new teaching method, but some students refuse to study by this method. Moreover, they also indicated to sharing the experiences to their profession community.