Augmenting Upper and Early-Learning STEM Lessons Through Phenomenon-Based Learning Projects

Abstract

Phenomenon-based Learning (PhBL) utilizes cross-curricular materials covering topics in science, technology, engineering, and mathematics (STEM) presented through an inquiry structure in which students design, plan, and carry out an extended project that produces a publicly exhibited output. Students learn 21st Century Skills through plurilingual methodologies, key curriculum learning areas, and essential social cues. Particularly suited to building bridges between subject and language teachers, the PhBL structure has also been used by teachers of single subjects, in either majority or minority languages, and particularly in STEM subjects where the inclusion of real-life issues augments student engagement. The emphasis on co- and student-agency is a way of developing the necessary skills enabling students to be successful in the professional sphere in this age of advanced cybertechnology. PhBL structures focus on critical thinking techniques, a growth mindset mentality, strengthening the affective domain, and creating a classroom culture of trust and excellence. Continual and deliberate scaffolding strategies and the CLIL (Content and Language Integrated Learning) approach to promote STEM education are described.