A Phenomenon-Based Approach Renewing Teaching and Learning
Editors: Mirja Tarnanen and Emma Kostiainen
Preface
Phenomenon-based learning as an approach to teaching and learning generates discussion and even sharply divides the views and understandings of professionals in the field. On the one hand, phenomenon-based learning is seen as an opportunity and as a way to develop competencies needed in the future; on the other hand, it is perceived as a threat to learning. It is important to discuss what we mean by learning and how it might be supported through different pedagogical approaches. It is equally important to study it.
We were drawn to creating this book by the question of the meaningfulness of learning. Why merely complete tasks, if one could become enthusiastic and inspired? Why go through content mechanically, if one could become committed and motivated in a way that carries through even the most difficult moments of learning? Why study only alone, if by negotiating and solving problems together one can halve the challenges of learning and double the experiences of success? Why take interest in others’ perspectives, especially when they are different and therefore challenging? Why begin with content, if one could instead grasp interesting real-life phenomena? What prevents it?
“What prevents it?” is a question we used generously in connection with the curriculum reform at our Department of Teacher Education. In the development work, especially in the initial phase, it proved easier to present counterarguments to change than to genuinely consider it—let alone become enthusiastic about it. For these situations, we invented the “What prevents it?” card, which could be raised in both larger and smaller meetings without even asking for the floor. It is difficult to assess its effectiveness, but at least as a community we moved forward and succeeded in carrying through an extensive curriculum reform based on phenomenon-based learning.
Phenomenon-based learning is a way of approaching even complex phenomena through inquiry-based learning and across subject or disciplinary boundaries. It supports the development of many skills needed both as citizens in an increasingly diverse society and as employees working in multidisciplinary collaboration. However, phenomenon-based learning challenges not only traditional ways of teaching and learning, but also the operating culture of the community itself. Do we act in ways that allow the idea of the curriculum to be realized in practice? Does the operating culture change if the curriculum changes? The relationship between operating culture and curriculum is examined in their articles by Peltomaa and Luostarinen; Kostiainen and Tarnanen; Luostarinen, Gillberg and Peltomaa; and Naukkarinen and Rautiainen.
For teachers, phenomenon-based learning may mean reworking their professional identity, since they may have to negotiate a new kind of relationship to their own teacherhood, to students, to the mission of the educational institution, and to their subject. From the learner’s perspective, phenomenon-based learning may challenge understandings of agency, as ways of learning change and the learner must take—or is given the opportunity to take—
