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

Akkaş, Eşref; Eker, Cevat

doi:10.5897/err2021.4139

Cited by 8 publications

(10 citation statements)

References 20 publications

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“…Phenomenon-based approaches have been shown to promote improved conceptual understanding and scientific practices such as explanation construction. 3,7,10,21,62 The increased causal mechanistic reasoning we observed after phenomenon-driven instruction provides further evidence that centering learning around observable phenomena facilitates development of explanatory skills. This work contributes insights on using phenomenon-anchored instruction to enhance undergraduates' development of causal mechanistic explanations in chemistry.…”

Section: Causalmentioning

confidence: 64%

“…3,6 Coupled with specific ways to reason about chemistry, Phenomenon-Based Learning is a powerful approach to education that can potentially increase student affect and metacognition regarding science content. 7 While Phenomenon-Based Learning originated from K-12 education, some research suggests implementing this approach into college STEM courses. A recent study found that using phenomena can be a strong entry point into online media in response to the COVID-19 pandemic.…”

Section: Students In Science Education?mentioning

confidence: 99%

“…The Next Generation Science Standards, influenced by The National Research Council’s Framework for K-12 Science Education , have adopted this phenomenon-driven approach to learning through their science practices. , Coupled with specific ways to reason about chemistry, Phenomenon-Based Learning is a powerful approach to education that can potentially increase student affect and metacognition regarding science content . While Phenomenon-Based Learning originated from K-12 education, some research suggests implementing this approach into college STEM courses.…”

Section: What Are Our Learning Goals For Students In Science Education?mentioning

confidence: 99%

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Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry

Scharlott,

Rippey,

Rosa

et al. 2024

J. Chem. Educ.

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The alignment of teaching and assessment in chemistry courses is critical for the practice of science and positive student learning outcomes. This paper addresses how instructors can align what they do in class with assessments across topics to improve students' understanding and explanations of chemical phenomena. We drew on the foundations of Phenomenon-Based Learning to introduce how observable events can be used as an entry point into causal mechanistic reasoning, an essential explanatory practice for scientists. This cross-institutional study focuses on two chemical phenomena: dissolution and boiling point. Students from three different learning environments completed phenomenon-based tasks centered on these two phenomena, and their responses were analyzed for different levels of causal mechanistic reasoning. We then analyzed instructors' dialogue for evidence of causal mechanistic reasoning from content units where these phenomena were emphasized. Using students' responses to the tasks and the instructor dialogue from the content units, we observed students activating more resources related to particulate behaviors when explaining the focal phenomena after instruction emphasized using causal mechanistic reasoning to explain phenomena. This is noteworthy, as it highlights the promise of sustained phenomenondriven curricula by helping students explain events using deeper levels of reasoning. Our work provides evidence for instructional and curriculum developers to design courses in a way where we are demonstrating to students what practicing scientists do. We discuss implications for practitioners that include ways to use observable events and chemical phenomena as a foundation to promote causal mechanistic reasoning in chemistry.

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Section: Causalmentioning

confidence: 64%

Section: Students In Science Education?mentioning

confidence: 99%

Section: What Are Our Learning Goals For Students In Science Education?mentioning

confidence: 99%

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Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry

Scharlott,

Rippey,

Rosa

et al. 2024

J. Chem. Educ.

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“…The majority of scientists agree that PhenoBL is directed towards the development of the "4Cs" while investigating certain real-world phenomena from different perspectives (Meriläinen and Piispanen 2012;Symeonidis and Schwarz 2016;Makarova et al 2020;Akkas and Eker 2021). The researchers mentioned here highlight the idea that PhenoBL truly stands for relevant, innovative, substantive, and timely learning.…”

Section: Introductionmentioning

confidence: 81%

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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“…PhBL also impacts the quality of learning outcomes and overcomes the learning loss phenomenon in elementary schools (Andriani et al, 2023). The results of other studies state that the use of the PhBL model can improve students' learning outcomes (Putri et al, 2018), develop metacognitive thinking skills (Akkas & Eker, 2021), and develop critical thinking skills (Pratiwi et al, 2021). Based on these descriptions, PhBL impacts learning outcomes, overcomes the learning loss phenomenon, and improves students' higher-order thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Impact of Phenomenon-Based Learning Model Assisted by Virtual Book-Based Digital Comics on Elementary-School Students' Agile Innovation and Independence in Science Learning

Bachri,

Tegeh,

Jayanta

2023

JPII

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This study aims to analyze the impact of the Phenomenon-based Learning (PhBL) model assisted by virtual book-based digital comics on elementary school students' agile innovation and independence in science learning. This study used a quasi-experimental method with a quasi-experimental with a post-test control group design. The research sample consisted of 58 students, 30 in the experimental group and 28 in the control group. Research data collection used tests and questionnaires. Data analysis was performed using quantitative descriptive analysis methods and inferential statistical analysis. The data analysis technique used was MANOVA, with the results showing a significance value of 0.00, less than 0.05. The study results show that using a phenomenon-based learning (PhBL) model assisted with virtual book-based digital comics positively impacts the development of students' agile innovation and independence, both partially and simultaneously. The mean score of agile innovation and independence in the group taught using the PhBL model assisted with virtual book-based digital comics is higher. Therefore, the phenomenon-based learning (PhBL) model assisted with virtual book-based digital comics can be recommended as one of the innovative learning models to overcome the not-yet-optimal students' agile innovation and independence.

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

Cited by 8 publications

References 20 publications

Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry

Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry

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

Impact of Phenomenon-Based Learning Model Assisted by Virtual Book-Based Digital Comics on Elementary-School Students' Agile Innovation and Independence in Science Learning

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