Phenomenon-based learning Approach Promoting Scientific Literacy on the Buoyancy of Liquids for 8th Grade Students

Abstract

          This action research aimed to study 1) implementing the phenomenon-based learning approach on the buoyancy of liquids in a classroom and 2) the progression of students’ scientific literacy. The research participants were 11 eighth-grade students, and the instruments consisted of: 1) three lesson plans using the Phenomenon-Based Learning approach to promote scientific literacy; 2) teaching reflection forms; 3) student worksheets; and 4) a scientific literacy test. The data were analyzed using content analysis and the interpretation of student responses. This research found that implementing the phenomenon-based learning approach to promote scientific literacy needed four main steps. Firstly, students observe and select the phenomenon of interest together. Secondly, students ask questions and define problems by observing the phenomenon together. Thirdly, students use various learning processes through practice and self-discovery together. Finally, students and a teacher reflect on the implementation and evaluation of that study using authentic assessment. Later, the findings indicated the students’ progression in scientific literacy. Mostly, they had developed their competency in scientifically explaining phenomena, then scientifically interpreting data and evidence, and evaluating and designing scientific inquiry.