8/16/2023 0 Comments Science phenomena based teachingPhBL provides a process where new information is applied to the phenomenon or problem. Real-world phenomena can also be based on fictional narratives, for example a story, book or fictional character, but theese are elements drawn from the real world. 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. The phenomenon-based approach is a form of anchored learning, although it is not necessarily linked to technology. A problem-based learning approach can then be used to discover answers and develop conclusions about the topic. It begins with studying and developing an understanding of the phenomenon through inquiry. 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. While not absolute, PhBL has several main features: With deeper knowledge students develop their own ideas, awareness, and emotions about the topic. Similar to project-based learning, it also provides opportunities to explore a topic or concept in detail. 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. 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. 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. 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. In the traditional subject-based approach of most Western learning environments, 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. 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). It can be a used as part of teacher-centered passive learning although in practice it is used more in student-centered active learning environments, including inquiry-based learning, problem-based learning, or project-based learning. PhBL forges connections across content and subject areas within the limits of the particular focus. It has been used in a wide variety of higher educational institutions and more recently in grade schools. PhBL 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. PhBL 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 (also known as theme-based learning or instruction), where the phenomenon studied is a concept or idea. Phenomenon-based learning ( PhBL, PhenoBL or PBL) is a multidisciplinary, constructivist form of learning or pedagogy where students study a topic or concept in a holistic approach instead of in a subject-based approach. Please help update this article to reflect recent events or newly available information. Parts of this article (those related to Finland) need to be updated.
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