Phenomena

Phenomenon-based learning is an educational approach that engages students in science. It starts with a “phenomenon,” or an attention-grabbing image or video clip that hooks students into the lesson.

But when you start with phenomena in science, you start with the observable real-world event. You ask questions: Why is brown water coming out of the pipes built for drinking water? Where did all the monarch butterflies go? You help students see why science is relevant, right from the outset of the inquiry.

Even everyday phenomena—like sunburns, or vision loss—can generate real learning opportunities. Explaining phenomena and designing solutions helps students learn in context, leading to deeper and more transferable knowledge.

The challenge of predicting or explaining the phenomenon becomes the motivation for learning. And it has the added benefit of being how real scientists proceed with their work!

The power of phenomena science lies in its capacity to bring real life into the classroom. A phenomena-based science curriculum engages students by starting with the real and relatable rather than the abstract. It also trains students to be inquisitive, expansive, critical thinkers. https://amplify.com/blog/science-classroom/the-power-of-phenomena-in-the-science (Amplify Science)

Issues with Phenomena-Based Instruction:

"...Students can't really ask questions about things in a deep level when they don't know about that thing. Inquiry-based is great at the end of the unit for your project, or great at the end of the year if you cover all your standards and now students need to demonstrate mastery.

Think more of phenomena based as a way to engage students or interest them, and think of inquiry more as a assessment option and that's how I've structured my science classes...."