Abstract
Due to the lack of practical usage of the learned subject, traditional learning is becoming an obstacle in front of further knowledge gaining. Classical learning methods are out-dated for the modernized world that required more productive, collaborative, and more curious individuals. Therefore, a new learning method is essential to provide knowledge and skills to pursue world development without falling behind. The purpose of this study is to find the positive effects of using Phenomenon-Based Learning (PhenoBL) as a studying approach in teaching ICT skills to students and its impact on giving the motivation and improving ICT skills for students at primary schools of Sulaimani city in Iraq. The key method is to teach ICTs through other classes with a universal as PhenoBL, the cross-curricular approach which is built into the classes. Then, a survey is established to uncover the reason behind making students learn about the ICT from places other than school and shortage in keeping those skills in student’s mind for a longer time. Our results showed that using Phenomenon-based learning students’ scores are improved by more than 10% which makes using this method significantly effective. Furthermore, using phenomenon-based learning allows the student to keep and maintain gained skills for longer periods of time.
Highlights
Phenomenon-Based Learning (PhenoBL) provide significant growth in skill learning by students and supply them with creativity, critical thinking, refined communication, gamebased learning, and collaboration
The purpose of this study is to find the positive effects of using Phenomenon-Based Learning (PhenoBL) as a studying approach in teaching ICT skills to students and its impact on giving the motivation and improving ICT skills for students at primary schools of Sulaimani city in Iraq
The base of our work is to show the impact of PhenoBL on integrating other subjects with the ICT subject
Summary
Phenomenon-Based Learning (PhenoBL) provide significant growth in skill learning by students and supply them with creativity, critical thinking, refined communication, gamebased learning, and collaboration. It depends on studying a real-world phenomenon in a holistic manner by covering every entity related to that phenomena by passing through the outlines between subjects. Deeper learning qualifies the student to bridge between gaps of a variety of subject areas. This fact is reported by a two-year study which established Dynamic Problem-based Learning in Chemistry performed by researchers at Hull University. Their approach was taken into consideration that required teachers to teach one topic per year for every student and to be conducted based on PhenoBL program. exploiting the outside environment of the school and innovative utilization of technology play a considerable role in engaging, attract, and activate students in learning (Spiller, 2017)
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