Three-Dimensional Learning through Phenomenon-Based Science Education and Its Application via the Collapsed Container Phenomenon

Saberi, Maryam; Nouri, Noushin

doi:10.48310/esip.2025.18997.1012

Three-Dimensional Learning through Phenomenon-Based Science Education and Its Application via the Collapsed Container Phenomenon

Document Type : Original Paper

Authors

Maryam Saberi ¹
Noushin Nouri ²

¹ Physics teacher at Farzanegan highschool, Darab, Fars, Iran

² The University of Texas Rio Grande Valley (UTRGV) College of Education and P-16 Edinburg, USA

10.48310/esip.2025.18997.1012

Abstract

This research aims to investigate and explain three-dimensional (3D) learning through the phenomenon-based science education approach. The study employed documentary review research methodology to analyze sources that introduce phenomenon-based science education (including research articles, new science education standards, and Iran's national science curriculum guide). The findings indicate that three-dimensional learning, with its emphasis on disciplinary core ideas, crosscutting concepts, and science and engineering practices, provides a comprehensive framework for understanding and explaining natural phenomena. In this research, the six stages of phenomenon-based science education—including introducing the phenomenon, creating a questions-observations-interpretations table, developing an initial model, exploring the phenomenon, completing a summary table, and proposing a consensus model and explaining the phenomenon—are examined in detail. The research results are embodied in a practical example on the topic of "collapsed container," which demonstrates the phenomenon-based education stages in practice. By connecting theory and practice, this article provides strategies for implementing this approach in the classroom to facilitate its application in the educational system.

Keywords