Challenges in phenomenon-based science education

Abstract

Phenomenon-based science education (PBSE) is an up and coming educational approach that originated from the philosophy ‘phenomenology’ and aims to reconnect science to students lives. Nowadays, the connection between scientific subjects and students’ lives is in most cases lacking in secondary school science classes worldwide . This thesis aims to explore challenges for teachers when teaching PBSE and also to present possibilities to encounter these challenges, to help teachers who want to teach PBSE in their classrooms. Literature research was conducted to form a theoretical background for empirical explorative research. Case study research was conducted on two different Norwegian upper secondary schools with nine teachers in total to explore teachers’ perceptions of the characteristics of PBSE, what competences teachers need when teaching PBSE and challenges that teachers encounter when teaching according to PBSE. Outcomes from the observations, one-on-one interviews and focus group interviews with the nine teachers from this thesis result in that they see the following characteristics of PBSE: lessons are introduced with a phenomenon connecting to the students experiences and world and students have to learn by themselves in their preferred way of learning. Furthermore, the teachers express that they need competences related to the process of implementing students’ suggestions and ideas into the classroom and interdisciplinary teaching. Finally, the teachers point to time, timing and finding suitable phenomena as challenges when practicing PBSE in the classroom. The results from this thesis’ can be used as background for further research on PBSE and to offer teachers possibilities to encounter these challenges and become (better) PBSE teachers.