Phenomenon-based learning: what is it?

This article will introduce you to important aspects of the topic and provide helpful recommendations. We'll cover key points that will help you better understand the subject matter. Learn how to effectively apply the knowledge you've gained in practice and avoid common mistakes. Read on to broaden your horizons and deepen your understanding of this topic.

What is a “phenomenon” and why it should be close to students’ experiences;
How does phenomenon-based learning differ from traditional learning and why is it similar to constructivism;
How phenomenon-based learning develops entrepreneurs;
How this approach is used in Finland and Russia, what are its criticisms and why it is difficult for teachers to use.

What is phenomenon-based learning?

Phenomena-based learning, or phenomenon-based learning, is a methodology developed in Finland. This concept aims to study real phenomena rather than abstract theories. At the center of this approach is the student, who first formulates questions about a phenomenon that piques their interest and then independently explores it, applying knowledge from various fields. This approach fosters critical thinking and interdisciplinary skills, making learning more engaging and relevant. Phenomenon-based learning helps students develop a deeper understanding of the world around them and apply acquired knowledge in practice. A student may be intrigued by the phenomenon of coffee, which raises many questions. Why is coffee a favorite drink for almost everyone on the planet? What is its history, and who discovered it? What are the main differences between a latte and a cappuccino? As the topic delves deeper, more profound questions arise: how long has slave labor been used in coffee production, and why does Colombia, one of the largest coffee producers in the world, import this product from Peru and Ecuador for domestic consumption? Studying the phenomenon of coffee requires knowledge from various fields: history, geography, social studies, and possibly foreign languages. This makes coffee research not only fascinating but also a multifaceted process, allowing for a better understanding of the cultural and economic aspects associated with this popular drink.

A phenomenon is a real-world occurrence that can be viewed from multiple perspectives. It's not simply something extraordinary, but an object that extends beyond the scope of a single school subject and requires an interdisciplinary approach to study. Kirill Prudnikov, senior producer in the business and EdTech department at Skillbox and an experienced teacher who won the "I am an i-Teacher" competition, shares his thoughts on phenomenon-based learning. He also completed an internship in Finland, where he studied this approach in depth. Phenomenon-based learning opens new horizons for students, allowing them to integrate knowledge from different fields and develop critical thinking.

The phenomenon that a child can observe should be within their zone of proximal development, that is, related to their personal experience. This concept, proposed by Lev Semyonovich Vygotsky, emphasizes the importance of relevant educational material for a child's understanding of the world around them. Observing phenomena that are understandable and familiar to the child promotes deeper learning and the development of their thinking. It is important that the educational process be built on examples that are accessible and interesting to the student, which in turn promotes their active participation in learning and the development of critical thinking skills.

Then comes problematization: the student, together with the teacher, formulates questions to which there are no clear answers. Based on these questions, they develop a project aimed at solving the identified problem using a valuable product. This approach not only develops critical thinking but also promotes the practical application of knowledge, which is an important aspect of the educational process.

The problem should not be imposed on the child. It is important to create conditions in which the student or pupil can independently identify, understand, and accept this problem. This will help develop critical thinking and the ability to self-analyze.

Who invented phenomenon-based learning?

The author of the phenomenon-based learning concept is Kirsti Lonka, a professor of educational psychology at the University of Helsinki. She shares her experience, noting that she was not very diligent at school, as she quickly became bored. This inspired her to develop a teaching format that would engage children and bring joy to the learning process. The phenomenon-based concept aims to create a more interactive and motivating educational environment that promotes deep understanding and interest in the learning process. This approach helps develop critical thinking and creativity in students, making learning more engaging and effective. Kirsti Lonka says the title of the approach is a play on words. The book about her practice is called "Phenomenal Learning from Finland." This title reflects both phenomenon-based learning and the uniqueness and outstanding results of such learning. However, for the author, the main goal of education is not to entertain children, but to help them enjoy the learning process and develop intrinsic motivation for learning. Finland's education system is recognized as one of the best in the world and consistently ranks high in the PISA rankings. In this country, the school day is short and holidays are long. Students are assigned minimal homework, and standardized tests are virtually nonexistent. Since 2016, Finnish schools have implemented a phenomenon-based curriculum, which allows students to more deeply understand the material they study and develop critical thinking. The Finnish education model emphasizes an individual approach to each student, which contributes to the creation of a comfortable and effective learning environment.

Students aged 7 to 16 are required to enroll annually in at least one module developed in accordance with the principles of phenomenon-oriented teaching. At the same time, traditional subject teaching continues to exist. Kirill Prudnikov notes that completely building a curriculum based on phenomenon-oriented teaching is a complex task. Nevertheless, the implementation of such modules promotes a deeper understanding of the educational material and develops critical thinking in students.

How phenomenon-based teaching differs from other approaches

Phenomena-oriented teaching differs from the traditional approach in several key respects. In phenomenon-oriented teaching, the emphasis is on exploring real phenomena and processes, which contributes to a deeper understanding of the subject matter. Instead of memorizing theoretical concepts, students engage in active learning, analyzing and interpreting phenomena. This develops critical thinking and practical application skills. Traditional teaching, in contrast, often focuses on the transfer of information from teacher to student, which can lead to superficial learning. A phenomenon-oriented approach promotes better knowledge acquisition and its application in real-life situations. Those familiar with project-based and problem-based learning may find phenomenological learning similar. While they do share many similarities, there are also important differences. The most important difference is that in the Finnish teaching format, students are encouraged to examine the object of study through the prism of various scientific disciplines. This multifaceted approach allows for a deeper understanding of a phenomenon, develops critical thinking, and facilitates the integration of knowledge from different fields. This teaching method helps students not only master the material but also apply it in practice, making the learning process more effective and meaningful. Kirill Prudnikov notes that studying the Baltic Sea is an important educational process, which is obvious to Helsinki students. Problems students may encounter include water pollution. Students may ask, "Why is the Baltic Sea so polluted?" Answering this question requires drawing on knowledge from various fields, such as chemistry, biology, and ecology, as well as the humanities. For example, one could analyze the historical causes of Baltic Sea pollution or consider policy decisions in countries bordering the sea that can help solve the problem. A key element of this approach is interdisciplinarity. Problem-based and project-based learning are seamlessly integrated into phenomenon-based learning. Students, on the one hand, solve real-world problems, as in problem-based learning, and on the other, the results of their research become valuable products, as in project-based learning. This approach allows for a deeper understanding of complex environmental issues and promotes the development of critical thinking in students.

Phenomenon-oriented learning is based on the principles of constructivist educational philosophy. Unlike the traditional approach, where students perceive information passively, constructivism emphasizes the active participation of the student in the process of knowledge acquisition. Students do not simply receive ready-made information, but rather form their knowledge based on personal experience and interaction with the surrounding world. This approach promotes a deep understanding of the material and the development of critical thinking, which makes phenomenon-oriented learning relevant and effective in modern educational systems.

In phenomenon-oriented learning, as in constructivism, the emphasis is not on directly instructing students on how to solve problems, but on guiding them through the process of finding solutions. Students are provided with fragments of information from various academic disciplines, which helps them develop their own projects. As a result of this process, stable and structured knowledge is formed in the student's mind.

Phenomenon-oriented learning, like the constructivist approach, creates a unique educational environment. This environment encourages students to take action and collaborate with others. As a result, the educational process becomes more interactive and effective, which promotes deep knowledge acquisition and the development of teamwork skills.

Phenomenon-Oriented Learning as a Cultivation of Entrepreneurial Traits

Kirill Prudnikov emphasizes the importance of phenomenon-based learning, emphasizing the development of entrepreneurial skills in students. Within the framework of this approach, children not only master the basics of finance but also learn to actively solve problem situations. This develops their ability to think critically and take initiative, which is a key aspect of modern education.

True entrepreneurship is a proactive activity aimed at solving specific problems, the expert asserts. Analyzing successful entrepreneurs, one can notice that their products are always focused on solving current problems. This approach shapes the character of people who are able to show initiative, notice existing difficulties, and not be afraid of them. Instead of fear, they seek solutions using their products and services.

How Phenomenon-Based Learning Is Used

The Finnish educational company Valamis has presented a comprehensive guide to phenomenon-based learning. In this guide, the authors highlight the key stages of applying this method, allowing for a deeper understanding of its principles and practical implementation. Phenomenon-based learning emphasizes real-world phenomena and situations, which promotes more effective knowledge acquisition and the development of critical thinking in students. The use of this method allows for the creation of conditions for students to actively participate in the educational process, which improves their motivation and engagement.

Students ask questions that relate to real life and reflect their personal interests.
Students conduct research to find answers to their questions, exploring the topic from different perspectives.
Teachers act as facilitators, helping students master the concepts and skills needed to solve the problem.
Students present their solution in the format of their choice.

Kirsti Lonka, the author of the phenomenon-oriented approach, emphasizes: "It is a way of thinking, not a method." In this regard, there are no specific instructions for the use of phenomenon-oriented learning. Even in Finland, where this approach is actively used, difficulties arise. Phenomenon-oriented learning requires flexibility and adaptability on the part of teachers and students, which makes its application challenging, but at the same time promising. This approach promotes the development of critical thinking and the ability to analyze real-world problems, which is an important skill in the modern world.

Finnish primary school teachers, with the ability to teach 13 different subjects, easily organize interdisciplinary lessons. However, difficulties arise when it comes to students in grades 7–9. To successfully conduct interdisciplinary lessons, it is necessary to convince teachers of different subjects to collaborate. In most cases, they lack cooperation skills, which complicates the implementation of this practice in high school. Therefore, it is important for teachers to undergo training aimed at developing collaboration skills. This will help create a more effective educational environment that promotes the integration of students' knowledge and skills.

In Russia, phenomenon-oriented learning, according to Kirill Prudnikov, is used primarily in advanced educational institutions. For example, while working in St. Petersburg at the A. M. Gorchakov School, we developed projects based on phenomena. The teachers who became winners of the "I am i-Teacher" competition In 2019, they became familiar with this concept and are actively implementing it in the educational process. These teachers are true proponents and promoters of phenomenon-oriented learning in Russia, facilitating its dissemination and implementation in other schools.

Why Phenomenon-Based Learning Is Criticized

Jussi Tanjuanpää, a physics teacher from the Finnish community of Lieto, believes that phenomenal learning does not provide children with the necessary basic understanding of academic subjects and does not promote in-depth study of subjects. In his opinion, this approach to teaching can exacerbate the gap between students with different levels of ability, which negatively affects the overall educational process.

This method is effectively used for motivated students who realize what knowledge can be gained through experimentation. It provides the opportunity to learn at their own pace and take steps forward when they are ready. However, this approach is not suitable for children who cannot master the material on their own and need more significant support. The growing gap between gifted and less prepared students is a concern, as the situation may worsen.

One of the main disadvantages of this approach is its limited effectiveness in achieving specific goals. In phenomenon-based learning, goals are formulated through research, which can complicate the planning of the educational process. Moreover, this approach may be inappropriate in educational institutions where the emphasis is on competitiveness and student achievement. Kirill Prudnikov notes that this approach has a clear drawback: it requires significant resources from the teacher. This approach does not always guarantee clear learning outcomes. Most likely, changes will concern the student's personal growth, rather than their knowledge of the subject matter. This emphasizes the importance of balancing personal development and assimilation of the educational material in the educational process. The expert warns of possible difficulties in creating a schedule within the framework of phenomenon-based learning. Some lessons may require rescheduling, while others may need to be cancelled. The main drawback of this approach is its lack of structure. In traditional learning, the schedule looks familiar: "math from nine to ten, then Russian language." In phenomenon-based learning, structure is present, but it is less obvious. This can be a challenge for those new to this format.

The difficulty of cooperation between teachers is a significant drawback of this approach, according to Prudnikov. He emphasizes that the lack of developed horizontal connections in schools can lead to an ineffective educational process. However, Prudnikov also notes that this can also be a point of growth. The implementation of complex educational programs can contribute to improved interaction between teachers. They will be better informed about what is happening in each other's lessons, allowing them to synchronize their actions. John Hattie, examining the factors influencing learning, identified teacher interaction as one of the most important aspects of successful education. Creating effective cooperation between teachers can be key to improving the quality of teaching and developing the educational environment.

Phenomenon-oriented learning, despite its shortcomings, continues to attract the attention of the international community due to its successful implementation. This approach has every chance of finding a stable place in educational programs, as it corresponds to the complexities of the modern world. Phenomenon-oriented learning fosters a deep understanding of phenomena and processes, which is essential in preparing students for the challenges they may face in the future. Kirsti Lonka argues that one of the biggest mistakes in education is convincing children that the world is simple and that learning certain facts will prepare them for anything. While schools divide knowledge into various disciplines, the professor emphasizes that our thinking is more holistic and interconnected. Only such integrated learning can prepare children to understand the complex problems facing humanity, including migration crises and the dissemination of information in the post-truth era. Education should be aimed at developing critical thinking and the ability to analyze complex situations, which will help the younger generation successfully cope with the challenges of the modern world.