Ministry of higher and secondary special education uzbekistan state university of world languages department of theoretical sciences of english language

Phenomenological Learning
Define it from a Uzbek point of view
A phenomenon is defined as a fact or event that can be observed and evaluated through a scientific lens, and may include geographical features, historical events, or the impact of an individual ( Fields, 2020). In contrast, PhenoBL revolves around problem-solving learning strategies that integrate disparate disciplines and apply this diverse knowledge to real-world problem solving (Symeonidis, 2016). This teaching method has been used in Uzbek for 16 years and as a result, their education system has improved become one of the leading countries in the world (Marsh et al., 2019). Uzbek has moved from teaching separate subjects in schools to a multidisciplinary project-based approach in which students take an active role in facilitating their learning. independently and cooperatively (Symeonidis, 2016). In Uzbek, students can apply skills in subjects and build that knowledge into a meaningful whole while working together with others. Symeonidis argues that studying real-life phenomena as complete entities and letting students relate these events to their own lives and perspectives will significantly boost their morale and interest. students for science (2016). When content relates to a real-life topic that students can relate to, students can become more actively involved in their learning.
PhenoBL emphasizes the importance of student-centered learning, as teachers act as facilitators using their expertise to create learning tasks that help students find answers on their own. because it only conveys information (Karlsson, 2017). PhenoBL units begin by introducing a phenomenon and then study the chain reactions and consequences that arise from people's actions. This highlights the importance of recognizing the connection between one's actions and the bigger picture. Students can then make real sense of what they are learning at school in relation to their own lives, their communities, and humanity as a whole (Karlsson, 2017). By applying this concept, he further explains that students then become “more active knowledge creators, connecting, comparing, applying, creating, and presenting knowledge.” ” (Karlsson, 2017, p. 4).¹²
Schools in Uzbek are organized slightly differently than schools in the United States. In Uzbek, student goals are student-based cross-curricular goals broken down by year rather than subject level. Extracurricular goals integrate subjects to create a unique learning experience
this involves asking students to view phenomena through a suitable set of lenses (Perez, Fields, & Marsh, 2018). Students demonstrate competence in the subject matter by planning and presenting a presentation or project (Karlsson, 2017). Ideally, these interdisciplinary projects will involve interaction with student communities, whether local, national or global, to apply practice-based learning skills that hone strategies for successful learning throughout life (Perez, Fields, & Marsh, 2018). Not only do students take a much more active role in planning and implementing their learning goals and tasks, but they also participate in the assessment by giving each other feedback on how they have performed. what learned.
PhenoBL is a way in which Uzbek has applied several pedagogical models to an idea, and has thus become somewhat of a general term encompassing many different approaches. Modules of multidisciplinary learning, problem-based learning, topic research, interdisciplinary teaching, integrated teaching, exploratory learning, constructivism, phenomenology and collaborative learning only are a few examples of what he integrates.
(Karlson, 2017). One of the driving forces behind PhenoBL, however, is constructivism, in which students are active participants in their learning process, as well as builders of the information covered by problem solving activities. Using this strategy, students connect the multitude of small pieces of knowledge they previously knew as well as the information they gathered in the lesson and relate them to the phenomenon being handled (Karlsson, 2017). ). Another PhenoBL pillar also developed in Uzbek in the 1980s is called Content and Language Integrated Learning (CLIL), where complementary language and media are used to teach both content and language. language for students (Perez, Fields, & Marsh, 2018). It is anticipated that CLIL will continue to grow in popularity as it helps to push curriculum boundaries across disciplines while helping to develop collaborative skills.