What If…phenomenon-Based Learning Projects: Augmenting Upper and Early Learning Stem Lessons

Fields, Donna Lee; Kennedy, Teresa J.

doi:10.21125/inted.2020.0051

Cited by 4 publications

(6 citation statements)

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“…However, PhBL inquiry questions encourage deeper thinking by using higher-order thinking questions, thus changing the educational paradigm. Figure 4 (Fields, 2017) provides an example of how the forward movement up the question continuum changes learners' personal engagement expectations.…”

Section: Plurilingual Methodologies and Phblmentioning

confidence: 99%

“…Most STEM learning experiences seek to provide opportunities to remove the artificial boundaries between STEM disciplines, help students better understand the connected nature of knowledge using critical skills, and lead to success in the 21 st -century economy through applying the skills and knowledge that they have learned or are in the process of learning (Kennedy & Sundberg, 2020, p. 479). Learning through PhBL projects creates opportunities to construct the building blocks of key 21 st Century Skills (21CS) as depicted in Figure 3 (Fields, 2017), allowing students to implement strategies that create an armory of critical thinking skills. PhBL projects encourage students to think deeply and laterally about issues, opening windows to a vision of the future.…”

Section: Figure 2 the Stem Play Cyclementioning

confidence: 99%

“…A Mini-Lesson consists of three parts: scaffolding, direct teaching, and formative assessment. Figure 5 (Fields, 2017) provides an example of a lower-level Natural Science mini-lesson that scaffolds content and language through a critical thinking activity incorporating wild animals, interrogatives, and deciphering. In this example, the teacher models how to decipher words using a cipher wheel (Álvarez, 2016) following the steps below.…”

Section: Figure 4 Question Continuummentioning

confidence: 99%

“…This article is an updated summary of information originally provided in a poster session presented at the 14 th International Technology, Education and Development Conference, INTED2020, in Valencia, Spain. Poster Presentation: "What if… Phenomenon-based Learning Projects: Augmenting Upper and early learning STEM lessons" (Fields & Kennedy, 2020).…”

Section: Acknowledgementsmentioning

confidence: 99%

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

Kennedy,

Fields

2023

JHETP

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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.

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Section: Plurilingual Methodologies and Phblmentioning

confidence: 99%

Section: Figure 2 the Stem Play Cyclementioning

confidence: 99%

Section: Figure 4 Question Continuummentioning

confidence: 99%

Section: Acknowledgementsmentioning

confidence: 99%

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

Kennedy,

Fields

2023

JHETP

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“…While exploring observable phenomena and developing evidence-based knowledge to help explain and predict the phenomenon, students develop key skills such as communication, critical thinking, problem solving, and teamwork (Fields and Kennedy, 2020). Silander (2015) states that the phenomenon-based learning approach consists of five dimensions (holisticity, authenticity, contextuality, problem-based inquiry learning, open-ended learning processes).…”

Section: Introductionmentioning

confidence: 99%

The effect of phenomenon-based learning approach on students metacognitive awareness

Akkaş¹,

Eker²

2021

Educ. Res. Rev.

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This study aims to determine the effect of learning activities conducted in accordance with the phenomenon-based learning approach on the metacognitive awareness level of students. Pre-test and post-test control group design of the experimental method was used. The application of the study was carried out in a sample of 60 students studying in the 7th grade of middle school in the 2019-2020 academic year. While "phenomenon-based learning approach" was implemented in the experimental group, traditional teaching was used in the control group. In this research, as data collection tool "metacognitive awareness" scale was used. The scores of the experimental and control groups obtained from the scale were compared to the dependent groups with the t-test, and when there was a significant difference between the students' pre-test scores and post-test scores, the effect size of the difference was found by looking at the Cohen's d value. In addition, when the pre-test scores of the students in the experimental group and the control group were taken under control, covariance analysis was conducted to determine whether there was a significant difference according to the post-test scores. According to the indications obtained at the end of the research teaching activities conducted in accordance with the phenomenon-based learning approach provided significant differences in the metacognitive awareness levels of the students in favor of the experimental group.

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

Ciuciulkiene,

Tandzegolskiene-Bielaglove,

Culadiene

2023

Social Sciences

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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.

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What If…phenomenon-Based Learning Projects: Augmenting Upper and Early Learning Stem Lessons

Cited by 4 publications

References 0 publications

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

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

The effect of phenomenon-based learning approach on students metacognitive awareness

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

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