SPECIFICITY OF PHENOMENON-ORIENTED LEARNING IN STEM CONTEXT

Abstract

This article is devoted to the analysis of phenomenon-oriented learning
(PhBL) as a promising approach in STEM education. The work examines the theoretical foundations of PhBL, including its key principles and methodological
features. A comparative analysis of PhBL and traditional models of
learning is carried out in order to identify the advantages of the former. The didactic
potential of phenomena - authentic phenomena of the surrounding reality - in the context of
PhBL is considered. As an empirical example, educational reforms in
Finland are analyzed, demonstrating the integration of PhBL at various levels of education.
The article concludes with a discussion of problem areas and prospects for further
implementation of PhBL in the context of modern educational trends.