This study explores the praxis of phenomenon-based learning in a middle school in Helsinki, Finland. It is expected that the findings of this study could provide suggestions for the implementation of interdisciplinary teaching and learning which is the core for new curriculum reform in Taiwan.
This study conducted a one-year field study in a public comprehensive school. The methods for data collection included participant observation, interview and document analysis.
Three key findings emerged from this study. First, the inquirybased approach usually implemented by the case school created a favorable environment for phenomenon-based learning. Second, the focuses of Phenomenon-based Learning Week were “determining integration strategy and learning theme,” “promoting students' awareness of integration ability,” and “exploring key events or the relationship between people, things and phenomena”. Finally, “learning how to learn” was the main purpose of assessment.
The approaches of interdisciplinary teaching and learning of Finland education have been attracted attention in Taiwan. However, Taiwan has few field studies on phenomenon-based learning in Finnish classrooms. The results of this study provides references for curriculum reform or classroom practice in Taiwan. Furthermore, this study may also be regarded as the basis for long-term follow-up studies in the future.