Phenomenon-based learning is a constructivist form of

learning Learning is the process of acquiring new understanding, knowledge, behaviors, skills, value (personal and cultural), values, Attitude (psychology), attitudes, and preferences. The ability to learn is possessed by humans, non-human animals, and ...

pedagogy Pedagogy (), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken ...

, where students study a topic or concept in a holistic approach instead of in a subject-based approach. Phenomenon-based learning includes both topical learning (also known as ''topic-based learning'' or ''instruction''), where the phenomenon studied is a specific topic, event, or fact, and

thematic learning Thematic teaching (also known as thematic instruction) is the selecting and highlighting of a theme through an instructional unit or module, course, or multiple courses. It is often interdisciplinary, highlighting the relationship of knowledge acr ...

(also known as ''theme-based learning'' or ''instruction''), where the phenomenon studied is a concept or idea. Phenomenon-based learning emerged as a response to the idea that traditional, subject-based learning is outdated and removed from the real-world and does not offer the optimum approach to development of

21st century skills 21st century skills comprise skills, abilities Abilities are powers an agent has to perform various actions. They include common abilities, like walking, and rare abilities, like performing a double backflip. Abilities are intelligent powers ...

. It has been used in a wide variety of higher educational institutions and more recently in grade schools.Phenomenal Education
Retrieved 2017-06-03

Features

PhBL forges connections across content and subject areas within the limits of the particular focus. ''Differentiated Instruction – Thematic vs. Topical Instruction'', Richland School District webpage
. Retrieved 2017-06-02 It can be a used as part of teacher-centered

passive learning Passive learning is a teaching method where students receive information from the instructor and internalize it. It is a method "where the learner receives no feedback from the instructor". The term is often used together with ''direct instruct ...

although in practice it is used more in student-centered

active learning Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." states that "students particip ...

environments, including

inquiry-based learning Inquiry-based learning (also spelled as enquiry-based learning in British English) is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teach ...

problem-based learning Problem-based learning (PBL) is a teaching method in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution ...

, or project-based learning. An example of topical learning might be studying a phenomenon or topic (such as a geographical feature, historical event, or notable person) instead of isolated subjects (such as geography, history, or literature). In the traditional subject-based approach of most Western

learning environment The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to " classroom", but it typically refers to ...

s, the learner would spend a set amount of time studying each subject; with topical learning, the trend is to spend a greater amount of time focused on the broader topic.Nick Nedeljkovic: ''Phenomenon-Based Learning,'' October 24, 2016
/ref> During this topical study, specific knowledge or information from the individual subjects would normally be introduced in a relevant context instead of in isolation or the abstract.Bashaer Al Kilani: ''What is Phenomenon-Based Learning?'', Teach Middle East, April 21, 2016
Retrieved 2017-06-03 Topical learning is most frequently applied as a learner-centered approach, where the student, not the teacher, selects the topic or phenomenon to be studied. This is thought to be more successful at engaging students and providing deeper learning as it will be more likely to align with their own interests and goals. This aspect has also been recognized as facilitating the integration of education as well as a method to enable students to obtain core knowledge and skills across a range of subjects, it has been considered effective in promoting enthusiasm and greater organization, communication, and evaluation. Similar to project-based learning, it also provides opportunities to explore a topic or concept in detail. With deeper knowledge students develop their own ideas, awareness, and emotions about the topic. While not absolute, PhBL has several main features:

Inquiry-based

The PhBL approach supports learning in accordance with inquiry learning, problem-based learning, and project and portfolio learning in formal educational as well as in the workplace. It begins with studying and developing an understanding of the phenomenon through inquiry. A problem-based learning approach can then be used to discover answers and develop conclusions about the topic.

Anchored in the real world

The phenomenon-based approach is a form of anchored learning, although it is not necessarily linked to technology. The questions asked and items studied are anchored in real-world phenomena, and the skills that are developed and information learned can be applied across disciplines and beyond the learning environments in real-world situations. Real-world phenomena can also be based on fictional narratives, for example a story, book or fictional character, but these are elements drawn from the real world.

Contextual

PhBL provides a process where new information is applied to the phenomenon or problem. This context demonstrates to the learner immediate utility value of the concepts and information being studied. Application and use of this information during the learning situation is very important for retention. Information that is absorbed only through listening or reading, or in the abstract (such as formulas and theories) without clear and obvious application to the learning at hand, or to real-world application, often remain in short-term memory and are not internalized.

Authenticity

PhBL can demonstrate the authenticity of learning, a key requirement for deeper learning. In a PhBL environment, cognitive processes correspond to those in the actual/real-world situations where the learned subject matter or skills are used. Manowaluilou et al. (2022) found that Project-Based Learning (PBL) can improve children's learning outcomes when authentic, real-world case-based phenomena are employed. This method promotes greater engagement and a deeper understanding of concepts among students. The intent is to bring genuine practices and processes into learning situations to allow participation in the "expert culture" of the area and practices being studied.

Constructivism

PhBL is a constructivist form of learning, in which learners are seen as active knowledge builders and information is seen as being constructed as a result of problem-solving. Information and skills are constructed out of ‘little pieces’ into a whole relevant to the situation at the time. When phenomenon based learning occurs in a collaborative setting (the learners work in teams, for example), it supports the socio-constructivist and sociocultural learning theories, in which information is not seen only as an internal element of an individual; instead, information is seen as being formed in a social context. Central issues in the sociocultural learning theories include cultural artifacts (e.g. systems of symbols such as language, mathematical calculation rules and different kinds of thinking tools) – not every learner needs to reinvent the wheel, they can use the information and tools transmitted by cultures.

Topical learning

Topical learning (TL) has been used for decades to study a specific topic such as a geographical feature, historical event, legal case, medical condition, or notable person, each of which may cover more than one academic subject such as geography, history, law, or medicine. TL forges connections across content areas within the limits of the particular topic. As a cross-disciplinary application, it has been used as a means of assisting foreign language learners to use the topic as a means to learn the foreign language. There are several benefits of topic-based learning. When students focus on learning a topic, the specific subject, such as a foreign language, becomes an important tool or medium to understand the topic, thus providing a meaningful way for learners to use and learn the subject (or language).

Thematic learning

Thematic learning is used to study a macro theme, such as a broad concept or large and integrated system (political system, ecosystem, growth, etc.). In the United States, it is used to study concepts identified in the Core Curriculum Content Standards. As with topical learning, it forges connections across content areas within the limits of the particular topic. Proponents state that by studying the broad concepts that connect what would otherwise be isolated subject areas, learners can develop skills and insights for future learning and the workplace.

Finland

Commencing in the 2016–2017 academic year,

Finland Finland, officially the Republic of Finland, is a Nordic country in Northern Europe. It borders Sweden to the northwest, Norway to the north, and Russia to the east, with the Gulf of Bothnia to the west and the Gulf of Finland to the south, ...

will begin implementing educational reform that will mandate that topical learning (phenomenon-based learning) be introduced alongside traditional subject-based instruction. As part of a new ''National Curriculum Framework'', it will apply to all basic schools for students aged 7–16 years old. Finnish schools have used PhBL for several decades, but it was not previously mandatory. It is anticipated that educators around the world will be studying this development as Finland's educational system is considered to be a model of success by many. This shift coincides with other changes that are encouraging development of

such as collaboration, communication, creativity, and critical thinking.Georgetown – ''Augmented Learning and Teaching The Skills of the 21st Century'', The Center For Work Ethic Development
Retrieved 2017-06-03

References

External links

Phenomenal Education

How is Finland building schools of the future?, Enterprise Innovation

Next Generation Science Standards – Using Phenomena in NGSS-Designed Lessons and Units

FAO – Agroecology Knowledge Hub
{{Education Pedagogy Learning methods Learning programs Learning programs in Europe