Phenomenon-based Learning Research Articles

In Pictures We Trust: Evaluating Digital Information and Disinformation with Phenomenon-based Learning in Secondary Schools

Abstract The existence of disinformation in online environments increases the risk that young people will be exposed to manipulated content. It is not surprising, then, researchers and educators are focusing on ways to build pupils’ multiliteracy competencies. In this article, we look at the role visual information plays when students assess the trustworthiness of online information and disinformation. The authors present data from Austrian classroom interventions, where eight teachers used a phenomenon-based learning (PhBL) approach to build their 107 pupils’ multiliteracy competencies. The authors undertook video-based and written classroom observations and conducted interviews (n = 44). They found that visual information plays a significant role in pupils’ decisions on whether to trust online information or not. Other factors that increase trust include human actors (e.g. teachers or other pupils) and easily accessible digital information (e.g. visuals or information provided by algorithms or ai). The phenomenon-based pedagogy approach meant that pupils were working in groups, giving a greater opportunity to engage in reflective dialogue, and being more critical about online information.

How Phenomenon-Based Learning May Contribute to Counteract Disinformation: A Case Presentation from Austrian Secondary Schools

The distribution of disinformation in online environments poses an increasing risk for pupils to be confronted with manipulated content. As a pedagogical strategy for schools, phenomenon-based learning (PhBL) is said to train a variety of required digital competences. This article aims to describe PhBL as practical teaching intervention to address disinformation in secondary schools. PhBL is a cross-curricular and subject-unspecific teaching intervention with a suggested duration of 8-12 teaching lessons and an appropriate age starting from 12/13 years. This investigation included that teacher organized project-oriented activities. The evaluation comprised semi-structured interviews with pupils (n=36) and their teachers (n=8) as well as video-based classroom observations in six classes with 107 pupils. The findings indicate that this teaching approach supported pupils to compare information sources, evaluate credibility indicators, and act criticaly as online consumers. After the intervention pupils said that they felt more sceptical of online and social media information.

The development of a science, technology and society phenomenon-based learning model for promoting grade 12 students’ problem-solving in geohazard

This research aimed to: a) synthesize the Science, Technology, and Society Phenomenon-based Learning Model (STS-PhBL) for teaching Geoharzard to students; and b) compare students’ problem-solving skills prior to and after the STS-PhBL lessons on the Geoharzard topic. The sample consisted of 39 Grade 12 students enrolled in the first semester of the 2021 academic year at one secondary school in Surin Province, Thailand. The data collection methods included the panel of experts’ evaluation of STS-PhBL lesson plans and the Problem-Solving Skills Test. The Index of Item-Objective-Congruence (IOC) of STS-PhBL lesson plans on Geoharzard was calculated. Also, the students’ problem-solving skills prior to and after the STS-PhBL lessons in the Geoharzard topic were analyzed by using the paired-samples t-test. The researchers synthesized a new STS-PhBL model from the intensive literature review, consisting of seven teaching steps: a) stimulate the phenomenon; b) identify problems in the phenomenon; c) explore the answer to the targeted problem; d) construct new knowledge; e) reflect on learning; f) exchange and share learning; and g) apply knowledge. The STS-PhBL lesson plans on Geoharzard met the IOC requirements. After learning STS-PhBL lessons, the students significantly improved their problem-solving skills at the 0.05 statistically significant level.

Effects of Educational Digital Games with Phenomenon-Based Learning to Enhance Critical Thinking Skills of 4th Grade Students

Effects of Educational Digital Games with Phenomenon-Based Learning to Enhance Critical Thinking Skills of 4th Grade Students

The Project-Based Learning Assessment Guide (Project-Based Learning) is oriented towards Phenomenon-Based Learning

The Project-Based Learning Assessment Guide (Project-Based Learning) is oriented towards Phenomenon-Based Learning

Integrasi Psikologi Pendidikan dan Analisis Kesalahan Bahasa dalam Peningkatan Kualitas Pembelajaran

This study aims to explore how the integration of educational psychology and error analysis in language can improve the quality of learning. Through a systematic literature review (SLR) approach, this research examines various relevant studies to identify effective methods for enhancing students' learning interest and reducing language errors. The results show that game-based learning design can increase students' learning interest by 330%, and the implementation of an independent curriculum has a positive impact on producing skilled and creative generations. The empowerment of pedagogical competence based on reflective capabilities and training in phenomenon-based learning methods have also proven effective in improving the quality of learning interactions. These findings emphasize the importance of teacher training in information technology and innovative teaching methodologies, as well as the development of information systems that support better educational administration. The integration of educational psychology and language error analysis not only improves student learning outcomes but also prepares them to compete globally. Further research is needed to optimize the use of technology and family environmental factors in supporting students' learning processes.

Analysis Scopus Article on Phenomenon-based Learning Through Bibliometric Analysis

A bibliometric analysis is conducted for a scientific paper in Scopus databases about phenomenon-based learning, focusing on studies related to the use of phenomenon-based learning (PhenoBL) in learning at elementary, secondary, and higher education. The research purposes were 1) To analyze the results of bibliometric mapping visualization on research trends in phenomenon-based learning and its contribution to science learning. 2) To analyze author collaboration on research trends in phenomenon-based learning. 3) Recommendations for future phenomenon-based learning in science learning. In this research, the descriptive method is applied with a bibliometric approach. As much as 324 data were obtained through the Scopus databases published from 2012 to 2021. The study was carried out using R studio and the Bibliometrix R package. The results showed that phenomenon-based learning made a significant contribution to learning in elementary, secondary, and higher education. Phenomenon-based learning can be integrated with learning innovations in schools and can also train/improve students’ thinking skills. Phenomenon-based learning also dominates the social sciences. Keywords: scopus article, phenomenon-based learning, bibliometric analysis

Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry

Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry

Phenomenon-based learning in Finland: a critical overview of its historical and philosophical roots

Phenomenon-based learning in Finland: a critical overview of its historical and philosophical roots

Transcending traditional paradigms: the multifaceted realm of phenomenon-based learning

Phenomenon-based learning emphasizes direct engagement with everyday phenomena, highlighting how personal experiences influence our understanding of reality. This pedagogical approach promotes an educational model centered on students’ real-life experiences. Renowned for its educational standards, Finland has embraced this methodology. Through significant shifts, the nation has pursued an interdisciplinary education that values diverse perspectives. Despite challenges, notably resistance from educators, Finland’s innovative strategies and commitment to high-quality education have been pivotal to its success. This transformation in teaching methodology diverges from traditional methods, endorsing a comprehensive skillset, innovation, and practical problem-solving. The adoption of this approach by various countries attests to its efficacy in fostering essential academic competencies. This article seeks to elucidate the fundamental concepts of phenomenon-based learning, dissect its five stages and their impact on competency development, examine its theoretical grounding and relationship to the approach, highlight the target competencies, and discuss the method’s implementation in education.

Project Based Assessment with a Phenomenon-Based Learning Approach on Achieving the Pancasila Student Profile in Elementary School

The Pancasila student profile is a description of the competencies that Indonesian students must have. This study aims to analyze the impact of project-based assessment with a phenomenon-based learning approach on achieving the Pancasila student profile in elementary school students. This research is experimental research using a quantitative approach. The research design used in this study was a nonequivalent post-test only control group design. The populations in this study were elementary school students spread across various regions, namely rural, suburban and urban areas. Determining the number of samples in this study was carried out using the Slovin formula with an error tolerance limit of 3%. Furthermore, sampling in this research was carried out using cluster random sampling techniques. Based on the results of the Independent Sample T-Test analysis using the IBM SPSS Statistics 21.0 for Windows program, a significance value (Sig. 2-tailed) was obtained of 0.000. Based on these results, it can be seen that the Sig. < 0.05. So, it can be concluded that H0 is rejected and Ha is accepted. In other words, there is a significant difference in the achievement of the Pancasila student profile in the group that was given treatment in the form of a project-based assessment with a phenomenon-based learning approach and those who were not treated in the form of a project-based assessment with a phenomenon-based learning approach. Thus, the use of project-based assessment with a phenomenon-based learning approach is effective in increasing students' achievement of the Pancasila Student Profile indicators.

Exploring Directions for Uzbekistan Pre-service Science Teacher Education on the Ecological Environment

Abstract This study provides a comparative analysis of pre-service science teachers in Uzbekistan and Korea, exploring ecological footprint, ecological worldview, subjective happiness, and pro-environmental behavior. Using a questionnaire whose reliability and validity had been verified, an online and offline survey was conducted targeting pre-science teachers attending teacher education universities: in metropolitan areas in Korea and Uzbekistan. Independent samples t-tests revealed significant findings: Uzbekistani teachers exhibited a lower ecological footprint but shared a similar ecological worldview with their Korean counterparts, while also reporting higher levels of subjective happiness and pro-environmental behavior. The results emphasize the need for science education strategies tailored to Uzbekistan’s context, particularly the development of the new ecological paradigm (NEP). To enhance subjective happiness and pro-environmental behavior, we suggest employing pedagogical approaches such as case-based or phenomenon-based learning. This research underscores the importance of contextualization, with NEP development, and practical methodologies among Uzbekistani students.

Phenomenon-Based Learning in Teaching a Foreign Language: Experiences of Lithuanian Teachers

Phenomenon-based learning (hereinafter PhenoBL) is widely studied in the majority of European countries, especially given that research data indicate that PhenoBL is more successful in providing effective learning, better student achievement, a stronger interest in science, and even a higher happiness index. However, there are sparse data on the educational practice of this method in Lithuania, particularly in foreign language teaching (FLT). Thus, teachers’ professional preparation for the effective implementation of PhenoBL remains one of the most relevant research problems. For this reason, this study aims to analyse the experiences of Lithuanian foreign language teachers in incorporating PhenoBL into FLT. Fifteen individual semi-structured interviews were conducted, and the obtained data were analysed by applying qualitative inductive content analysis. An inductive content analysis of the interview reports revealed six themes and related categories: the perception of student-centred teaching, the development of subject integration competencies, teamwork development competencies, research-planning skills, the positioning of personal responsibilities and duties, and foreign language usage emancipation, i.e. setting free from personal fears (fear to make grammar, vocabulary mistakes, while speaking in public) to speak a foreign languages. The content of the revealed themes indicated that teachers highlighted the flexibility of PhenoBL from the perspective of its application to different language learning levels within one group. The majority of the respondents underlined the necessity for the development of an active didactic competence. Other respondents mentioned the importance of the correlation between personal creativity competence development and success in PhenoBL. It was also stressed that if a teacher wants to be successful while using PhenoB, they must to be prepared to work with integration-based and communication-emancipatory methods, must be student-centred, must have competencies in teaching several subjects, must be good at teamwork, and must be good at managing learning time.

Learning to learn in mathematics: Two Fulbright distinguished awards in teaching fellows’ narratives

Two middle school educators earned a Fulbright Distinguished Award in Teaching fellowship. A Fulbright Finland Foundation inter-country travel grant provided the grantees with a unique opportunity to connect and collaborate at the University of Helsinki. Within this research, they described their inquiry experiences. The research included examining authentic student-centered learning continuums and phenomenon-based learning in Finland and teachers’ adaptability in relation to meeting the needs of linguistically and culturally diverse math classrooms in the Netherlands. This paper summarizes how cross-cultural dialogues, classroom observations, and informal interviews with educators, students, and thought leaders informed each grantee’s discovery of how student-centered learning is structured, delivered, and valued in Finland and the Netherlands. This article (1) describes how communication empowers middle school mathematics students, (2) analyzes the learning-to-learn framework, and (3) provides insights into how to utilize language diversity in a mathematics classroom.

Development of STEM-Based E-Learning on Renewable Energy Topic to Improve the Students Creative Thinking Skills

Education has a major role in facing the challenges of the 21st-century through Education for Sustainable Development (ESD). The Merdeka Curriculum came as an idea to change the quality of education in Indonesia. However, the availability of learning resources is still very low, not yet phenomenon-based, multidisciplinary, and not oriented toward improving 21st-century skills. This has an impact on the low creative thinking skills of students. These skills are a necessity and can only be produced through phenomenon-based learning, studied in multidisciplinary ways, such as STEM learning. It is necessary to develop learning resources such as STEM-based e-learning. This study aims to develop STEM-based learning that is feasible and acceptable using the Alessi and Trolip development model. The research subjects were students of class X of SMAN 2 Palembang. The results showed that the alpha test of the product was suitable for use with an acceptable percentage of 100%. The beta test results of the product can be accepted by 100% of students. This study concludes that STEM-based renewable energy e-learning to improve the creative thinking skills of high school students has been feasible and acceptable to students. Furthermore, it can be used for the effectiveness test stage.

Deskripsi Kebutuhan Guru Terhadap Pembuatan Bahan Ajar Berbasis Phenomenon-Based Learning Materi Fluida

Teaching materials are a crucial aspect in the process of learning. In the process of learning, it is necessary to have teaching materials that can increase students' understanding of concepts. One of the solutions that can be made is to bring students closer to everyday phenomena. This research was conducted as a basis for developing teaching materials based on phenomenon-based learning. The research type used is descriptive qualitative. The samples used were three physics teachers. The instruments for research used were interview sheets and literature review. The interview topics related to learning conditions at school, learning resources, learning models and obstacles faced in the process of learning. Based on the conditions in the field, teachers still really need learning resources that can increase the enthusiasm of students to learn, by bringing students closer to phenomena in the surrounding environment, so students can understand learning material quickly and correctly. The results shown that teachers need materials for teaching based on phenomenon-based learning to support student understanding, particulary in fluid material. Therefore, the research results can be used as a basis for research to develop teaching materials based on phenomenon-based learning

Analysis of Research Opportunities in Science Education Related to Learning Media: A Systematic Literature Network Analysis

The aim of this study is to describe the trend data of research related to learning media. The research method used is the Systematic Literature Network Analysis (SLNA) method. The data for this study consists of research articles on learning media without any time limitations. Articles were collected from the Scopus database, which includes IEEE, Springer, and the search application Publish or Perish (PoP). In the search engine, articles on learning media were first found in 2002, and a total of 1708 articles were retrieved. After filtering by title, 120 articles were obtained, and based on the keywords from these articles, 80 eligible articles were identified for analysis. The analysis results show that the number of studies and research citations fluctuate. Topics frequently discussed in the context of learning media include skills, approaches, and the latest on interactive multimedia. For further research directions, it can be associated with the use of interactive multimedia in explaining science learning that uses a phenomenon-based learning model. This is because science learning can explain phenomena that occur in everyday life

Impact of Phenomenon-Based Learning Model Assisted by Virtual Book-Based Digital Comics on Elementary-School Students' Agile Innovation and Independence in Science Learning

This study aims to analyze the impact of the Phenomenon-based Learning (PhBL) model assisted by virtual book-based digital comics on elementary school students' agile innovation and independence in science learning. This study used a quasi-experimental method with a quasi-experimental with a post-test control group design. The research sample consisted of 58 students, 30 in the experimental group and 28 in the control group. Research data collection used tests and questionnaires. Data analysis was performed using quantitative descriptive analysis methods and inferential statistical analysis. The data analysis technique used was MANOVA, with the results showing a significance value of 0.00, less than 0.05. The study results show that using a phenomenon-based learning (PhBL) model assisted with virtual book-based digital comics positively impacts the development of students' agile innovation and independence, both partially and simultaneously. The mean score of agile innovation and independence in the group taught using the PhBL model assisted with virtual book-based digital comics is higher. Therefore, the phenomenon-based learning (PhBL) model assisted with virtual book-based digital comics can be recommended as one of the innovative learning models to overcome the not-yet-optimal students' agile innovation and independence.

An Artificial Intelligence-Enhanced Phenomenon-Based Learning Approach for Interdisciplinary Understanding and Speaking Skills

An Artificial Intelligence-Enhanced Phenomenon-Based Learning Approach for Interdisciplinary Understanding and Speaking Skills

Enriching High School English Lessons with Global Citizenship Education Using Phenomenon-based Learning

This study aimed to develop and validate the Grade 7 English lessons with GCED using phenomenon-based learning (PhenoBL). The local and global phenomena were used in the GCED integration in the lessons. Conducted in a public school in the Philippines during the school year 2019-2020 using the descriptive method and documentary analysis, this study specifically developed a curriculum guide for mainstreaming GCED in Grade 7 English, developed sample phenomenon-based GCED-enriched Grade 7 English lessons, and assessed and analyzed these sample lessons. Data gathering strategies included focus group discussion, a workshop on developing the lessons, collaborative critiquing of the lessons, assessing the lessons by validators, and analysis of the final lessons. A validated researcher-made rubric was used to assess the lessons in terms of appropriateness of GCED integration, relevance to the curriculum, flexibility of GCED integration, and significance of the theme, both the GCED integrated and the phenomenon or phenomena focused in the lesson. Findings indicate that the proposed curriculum guide for the mainstreaming of GCED in Grade 7 English lessons using a phenomenon-based learning approach is highly acceptable while the proposed phenomenon-based GCED-enriched Grade 7 lessons are very good instructional resources for teaching about and for global citizenship. The validators’ feedback improved the phenomenon-based GCED-enriched Grade 7 English lessons. Critical themes and local and global phenomena covered in the lessons are helpful in emphasizing GCED. Recommendations to disseminate and utilize the validated phenomenon-based GCED-enriched lessons and conduct a study to determine the effectiveness of the lessons are forwarded.