| Abstract [eng] |
In the rapidly changing age of knowledge and technologies, it is important to develop personal abilities to perceive the surrounding environment. Students in the center of change constitute the priority of the education system, pursuant to which the planned and implemented content of education no longer depends on teachers or textbooks. With cultural changes taking place, changes in the concept of education are to be implemented. The method of phenomenon-based learning can be a great way of education enabling one to develop the skills and competences needed most. The influence of the method of phenomenon-based learning on the current educational goals is being studied by foreign scientists. The largest field of interest of this study is found in the state of Finland. Application of the method of phenomenon-based learning is mandatory in each school of Finland for at least once or twice a year. Currently, in Lithuania and, assumingly in other countries, too, in the context of the education system, there is an increasingly greater number of examples emerging with schools trying to replicate the positive Finnish experience, following the example of this country's education system. The abundance of sources of information on this educational method is huge, a lot of information is available in forums for teachers and educologists, their discussions and described particular practical experiences, though the information presented is different. Analysis of the information found poses the questions on how the scenario of the phenomenon-based learning process is developed and what scientific theories it is based on, who can apply this educational method and in what means, as well as what conditions are necessary for this method to be implemented properly. This problem can be formulated on the following problematic issues: 1. Which the scientific theories are used as the fundamentals for the phenomenon-based concept of learning? 2. What are the phenomenon-based stages of learning and how does it manifest in school practice, what is the educational process when using this method? 3. How is the phenomenon-based learning deployed nationwide? The aim of the research is to base the strategy for implementing the phenomenon-based learning system. Research objectives: 1. To reveal the concept of phenomenon-based learning from the perspective of philosophy and educology (the science of education); 2. To identify the implementation constituents of the phenomenon-based learning system: • Educational parameters of the phenomenon-based learning (criteria); • Guidance parameters of the system implementation: participants at different levels such as actors, their responsibilities and functions; 3. Develop a model for the strategy implementation of the phenomenon-based education system. The object of the research is implementation of a phenomenon-based educational system. Research method - document analysis. The novelty of this thesis lies within the disclosed concept of phenomenon-based education, the presented theoretical substantiation of this concept pursuant to philosophical provisions and educational theories. The result of the thesis is an integrated strategic model of deployment of the phenomenon-based education that combines two components. 1) Following the study with a philosophical background and the analysis of scientific sources, the educational scenario of the phenomenon-based learning has been developed and based. 2) The content of empirical material in Finnish documents have served as fundamentals for participants of the implementation process, their functions and responsibilities. |
