Phenomenon-Based Learning for Teaching ICT Subject through other Subjects in Primary Schools

Year 2019, Volume: 7 Issue: 13, 205 - 212, 30.04.2019

Karzan Wakıl Rupak Rahman Dana Hasan Pakhshan Mahmood Trifa Jalal

https://doi.org/10.18009/jcer.553507

Cited By: 14

Abstract

Due to the lack of practical usage of the
learned subject, traditional learning is becoming an obstacle in front of
further knowledge gaining. Classical learning methods are out-dated for the
modernized world that required more productive, collaborative, and more curious
individuals. Therefore, a new learning method is essential to provide knowledge
and skills to pursue world development without falling behind. The purpose of
this study is to find the positive effects of using Phenomenon-Based Learning
(PhenoBL) as a studying approach in teaching ICT skills to students and its
impact on giving the motivation and improving ICT skills for students at
primary schools of Sulaimani city in Iraq. The key method is to teach ICTs
through other classes with a universal as PhenoBL, the cross-curricular
approach which is built into the classes. Then, a survey is established to
uncover the reason behind making students learn about the ICT from places other
than school and shortage in keeping those skills in student’s mind for a longer
time. Our results showed that using Phenomenon-based learning students’ scores
are improved by more than 10% which makes using this method significantly
effective. Furthermore, using phenomenon-based learning allows the student to
keep and maintain gained skills for longer periods of time.

Keywords

Phenomenon-based learning, learning processes, effectiveness of learning

References

• Blogger, G. (2018). Phenomenon-based learning in finland inspires student inquiry. Retrieved from https://blogs.edweek.org/edweek/global_learning/2018/10/phenomenonbased_learning_in_finland_inspires_inquiry.html
• Francis, C., Breland, T. A., Østergaard, E., Lieblein, G., & Morse, S. (2013). Phenomenon-based learning in agroecology: a prerequisite for transdisciplinarity and responsible action. Agroecology and Sustainable Food Systems, 37(1), 60-75.
• İlgaz, S. & Çelen, A. (2017). Ayrılıp birleşme ve ötbb (öğrenci takımları başarı bölümleri) yöntemlerinin sosyal bilgiler akademik başarıya etkisinin karşılaştırılması [Issues in the use of information and communication technologies and unethical behaviors: an overview]. Journal of Computer and Education Research, 5 (10), 174-193.
• Ismajli, H., & Krasniqi, D. (2018). Challenges for achieving learning outcomes of languages and communication curriculum area in primary education in kosovo. International e-Journal of Educational Studies (IEJES), 2 (4), 81-91.
• Mohammed, G. S., Wakil, K., & Nawroly, S. S. (2018). The effectiveness of microlearning to improve students’ learning ability. International Journal of Educational Research Review, 3(3), 32-38.
• Nawzad, L., Rahim, D., & Said, K. W. (2018). The effectiveness of technology for improving the teaching of natural science subjects. Indonesian Journal of Curriculum and Educational Technology Studies, 6 (1), 15-21.
• Raahan, B. D. (2016). Addressing the disconnect. Retrieved from https://www.thestatesman.com/supplements/campus/addressing-the-disconnect-1482186094.html.
• Silander, P. (2015). Phenomenon based learning. Retrieved from http://www.phenomenaleducation.info/phenomenon-based-learning.html
• Spiller, P. (2017). Could subjects soon be a thing of the past in Finland? Retrieved from https://www.bbc.com/news/world-europe-39889523
• Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: The recent curriculum reform in Finland. Forum Oświatowe, 28 (2), 31-47.
• Valanne, E. A., Al Dhaheri, R. M., Kylmalahti, R., & Sandholm-Rangell, H. (2017). Phenomenon based learning implemented in abu dhabi school model. International Journal of Humanities and Social Sciences, 9 (3).
• Wakil, K., Khdir, S., Sabir, L. & Nawzad, L. (2019). Student ability for learning computer programming languages in primary schools. International e-Journal of Educational Studies (IEJES), 3 (6), 109-115. DOI: 10.31458/iejes.531830
• Wakil, K., Muhamad, D., Sardar, K., & Jalal, S. (2017a). The impact of teaching ict for developing education systems. Int. J. of Adv. Res, 5, 873-879.
• Wakil, K., Nasraddin, R., & Abdulrahan, R. (2018). The role of social media on students gpa. Indonesian Journal of Curriculum and Educational Technology Studies, 6(1), 1-5.
• Wakil, K., Omer, S., & Omer, B. (2017b). Impact of computer games on students gpa. European Journal of Education Studies, 3 (8), 262-272. doi:10.5281/zenodo.827400
• Wakil, K., Qaisar, N., & Mohammed, C. (2017c). Enriching classrooms with technology in the basic schools. European Journal of Open Education and E-learning Studies, 2 (1), 99-108.
• Zhukov, T. (2016). Phenomenon-Based Learning: What is PBL? Retrieved from https://www.noodle.com/articles/phenomenon-based-learning-what-is-pbl