ENG 2 Implementation of PhenoBL approach_EK

PhenoBL

Implementation of Phenomenon-based Learning in Secondary Education

GO!

Contents

1. What is our aim?

3. What is the connection between Interdisciplinary & PhenoBL?

2. What are the dimensions of PhenoBL?

4. How can we apply the PhenoBL? Some examples

5. What did you learn?

6. Bibliography

What is our aim?

By the end of this nugget, you should be able to:

1. Describe the five dimensions of PhenoBL.
2. Identify ways to integrate interdisciplinarity to PhenoBL.
3. Based on examples given, explain how PhenoBL dimensions are applied.

Let's remember!

What is PhenoBL?

Phenomenon-Based Learning (PhenoBL) is an instructional approach that shifts away from a purely subject-based, information-driven teaching model. Instead, it emphasizes the study of real-world phenomena as integrated topics that can be explored from multiple angles. The starting point is an apparent phenomenon, even if intangible (Lonka et al. 2015), and the learners are viewed as curious and dynamic participants in their learning.

5 dimensions of PhenoBL

Silander (2015a) identifies five dimensions of PhenoBL: holisticity, authenticity, contextuality, problem-based inquiry, and instructional process. This approach fosters a comprehensive understanding of real-world events, encouraging analysis from multiple perspectives.

Authenticity

Holisticity

Problem-based inquiry

Contextuality

Instructional process

Connect the role of interdisciplinary learning with PhenoBL .

The connection between interdisciplinarity & PhenoBL (1/5)

• PhenoBL opposes strict and one-sided subject-based educational approaches.
• Promotes a broad learning approach while preserving subject depth.
• Understanding a phenomenon fully requires knowledge from various fields.
• As an interdisciplinary method, it integrates multiple disciplines for holistic learning.

(Wolff, 2022)

The connection between interdisciplinarity & PhenoBL (2/5)

• Holisticity is one of the dimensions of PhenoBL which requires drawing knowledge from various disciplines.
• Interdisciplinary approach provides the tools and perspectives needed to create a cohesive understanding of the phenomenon.
• Together, they allow students to view phenomena from multiple perspectives, leading to authentic learning experiences and problem-solving skills that are applicable in real-world contexts. (Silander, 2015a)

An example

The connection between interdisciplinarity & PhenoBL (3/5)

The following is another example demonstrating the connection between interdisciplinarity and PhenoBL.

• Weather is observed through occurrences like rain, temperature, and snow.
• PhenoBL may overlook this complexity, but a phenomenological approach uses it as a foundation.
• The focus in on real-world manifestations rather than the entire phenomenon.
• Emphasizes interdisciplinarity across social, cultural, historical, and physical contexts.

(Meyer-Drawe, 2008)

The phenomenon is the weather!

The connection between interdisciplinarity & PhenoBL (4/5)

The connection between interdisciplinarity & PhenoBL (5/5)

Conclusion

The interdisciplinarity and phenomenon-based learning approach allow students to explore complex phenomena, like weather, through multiple perspectives:

• Integration of Disciplines such as:

• Meteorology: Understanding scientific principles of weather patterns.
• Mapping: Tracking weather phenomena and their geographical impact.
• History: Analyzing the effects of significant weather events on societies.
• Cultural Studies: Exploring how different cultures interpret weather phenomena.
• Literature: Examining symbolic representations of weather in stories and art.

The connection between interdisciplinarity & PhenoBL: Student Benefits

• Key Benefits:
• Encourages critical thinking and problem-solving by connecting scientific and humanistic perspectives.
• Deepens understanding by situating phenomena in real-world social, cultural, and historical contexts.
• Makes learning more engaging and relevant to students’ lives.

Examples of phenomeonon-based learning

Example 1: The phenomenon of leaves changing color (1/3)

Phenomena-Based Instruction in the K–12 Classroom by Kathy Huncosky

Step 1: Introduce the phenomenon to students'I recently facilitated a session with teachers and informal educators focused on exploring phenomena and their instructional use. Since it was October in Wisconsin, the fall season inspired us to examine the phenomenon of leaves changing color. Together, we investigated why and how this happens, a topic we had observed annually but never deeply considered. During our exploratory discussions, we raised numerous questions: 1. Why don’t all leaves change color? 2. Why do some turn yellow while others become orange or red? 3. How do leaves know when to change? 4. Does leaf shape influence the process? 5. We also wondered where else in the U.S. this phenomenon occurs.'

Example 1: The phenomenon of leaves changing color (2/3)

Phenomena-Based Instruction in the K–12 Classroom by Kathy Huncosky

Step 2: Conduct a chromatography experiment to identify the colors present in leaves.

• Discovered that not all colors in leaves are visible year-round.
• Experiment did not explain why leaves change color but provided insight into the presence of hidden pigments.

The inquiry process was highly engaging, inspiring some participants to continue investigating independently.Step 3: Discuss about leaf color and explore other fall phenomena:

• Animal migration and hibernation:
• How do animals know when and where to move?
• Do they stay local or travel far away?
• End of the growing season in Wisconsin:
• Sparked interest in seeds, plants, and the ripening process of fruits and vegetables.

Overall, the session highlighted the complexity and richness of fall as a season for scientific inquiry.

Example 1: The phenomenon of leaves changing color (3/3)

Phenomena-Based Instruction in the K–12 Classroom by Kathy Huncosky

Conclusions of the activity implementation:

• Phenomena are everywhere, easy to identify, and inexpensive to investigate.
• Online and print resources make it simple to learn more about them.

• Observing and explaining phenomena isn’t limited to school.
• Parents and caregivers: Play a key role in supporting science learning at home and in the community.

• Teachers: Can partner with parents to encourage curiosity and exploration.
• Positive and supportive environments at home and school encourage:

• Observation and questioning.
• Experimentation and seeking understanding of phenomena.

Example 2: Can Elephants Sense Tsunamis Before They Happen? (1/3)

Details:Grade Kindergarten–12th Cross-cutting Concepts C3: Scale Proportion and Quantity C5: Energy and Matter Disciplinary Core Ideas ESS2.B: Plate Tectonics & Large Scale Interactions ESS3.B: Natural Hazards External Resources Tsunami Forecast (NOAA) Tsunami Information (NOAA)

Example 2: Can Elephants Sense Tsunamis Before They Happen? (2/3)

Step 1: Description of the phenomenon

• Tsunamis result from underwater disturbances like earthquakes or landslides.
• While humans miss low earthquake vibrations, animals like elephants detect them early.
• Studies show animals, like silkworms, react to earthquake-like vibrations.
• Strong, nearshore earthquakes can trigger 100-foot waves, endangering ecosystems and humans.
• Detection buoys are common in the Pacific, growing in the Atlantic, but scarce in the Indian Ocean, where the 2004 tsunami killed 230,000 people.

Example 2: Can Elephants Sense Tsunamis Before They Happen? (3/3)

• What can human societies learn from animals' instincts in surviving natural hazards, and how might this knowledge be applied to disaster preparedness?
• What factors influence the height of tsunami waves, and how could understanding these factors help mitigate the impact of tsunamis?
• How do the causes of tsunamis differ across regions, and what does this tell us about the unique challenges faced by communities in these areas?

• How can we make this technology accessible to vulnerable populations who might not have the infrastructure to prepare for natural hazards?

Some questions that help explore the phenomenon of tsunamis:

Bibliography

References

Lonka, K., Hietajärvi, L., Hohti, R., Nuorteva, M., Raunio, A. P., Sandström, N., Vaara, L., & Estling, S. K. (2015). Ilmiölähtöisesti kohti innostavaa oppimista [Phenomenon-based towards inspirational learning]. In H. Cantell (Ed.), Näin rakennat monialaisia oppimiskokonaisuuksia (pp. 46–76). PS-kustannus. Meyer-Drawe, K. (2008). Diskurse des Lernens.Fink. Silander, P. (2015a). Rubric for phenomenon-based learning. Available online at: http://www.phenomenaleducation.info/phenomenon-based-learning.html Silander, P. (2015b). Digital pedagogy. In P. Mattila and P. Silander (Eds.), How to create the school of the future: Revolutionary thinking and design from Finland (pp. 9-26). University of Oulu. Silander, P. (2015c). Phenomenon based learning. Phenomenal education. Retrieved from http://www.phenomenaleducation.info/phenomenonbased-learning.html Wolff, L. A. (2022). Phenomenon-based learning. In Encyclopedia of Sustainable Management (pp. 1-9). Springer International Publishing.

Online resources

https://www.mheducation.com/unitas/school/explore/sites/inspire-science/phenomena-based-instruction-k-12-classroom-white-paper.pdf https://sos.noaa.gov/education/phenomenon-based-learning/

Contextuality: A key aspect of PhenoBL, it emphasizes understanding phenomena in real contexts through problem-based inquiry, hypothesis formation, and scaffolded learning (Silander, 2015c).

Holisticity: It challenges traditional boundaries, fostering interdisciplinary collaboration for holistic learning.

Problem-based inquiry: PhenoBL integrates disciplines for real-world, transferable learning, prioritizing practice over theory (Silander, 2015c). Using projects and inquiry, it adapts to various environments, fostering active learning and motivation while easing the transition from traditional methods.

Authenticity: o Authentic learning connects academic knowledge to real-world challenges, emphasizing real-life issues and practical skills and involving collaboration between professionals and industries (Silander, 2015b; Symeonidis & Schwartz, 2016).

Example: Exploring a Tsunami

Holisticity: Students understand a tsunami as a natural phenomenon with ecological, economic, and societal impacts. Interdisciplinarity:Science: The physics of wave formation. Geography: Mapping high-risk areas. History: Examining historical tsunamis. Social Studies: Analyzing the response and recovery of affected communities.

Problem-based inquiry: The PhenoBL model integrates project, inquiry, and problem-based learning into a hands-on, modern framework, emphasizing competency development in problem-solving, teamwork, and goal setting (Silander, 2015b, 2015c).