This convergent mixed methods study examined the impact of a new phenomena based (PhBL) lesson plan—grounded by social constructivism and the NGSS framework—on 1) student ability to explain and contextualize a phenomenon, and 2) assess student perceptions of PhBL compared to traditional science instruction. This addressed the shift towards science education reform that better prepares K-12 students for the STEM pipeline and creates student agency surrounding human impact on the environment. Ocean acidification was the selected phenomenon for this study as it was culturally and locally relevant to the participants—sixth-grade science students at a Pacific Island public middle school. Findings revealed apparent differences in the distribution of inductive codes, showing treatment group students acquiring more diverse knowledge of ocean acidification as assessed by graphic organizers and field notes. Findings also showed an increase in student ability to construct accurate explanations of ocean acidification and contextualizations in both treatment and control groups, as assessed by the pre/post-tests. But the treatment group students exhibited the larger increase, alluding to PhBL creating the more effective learning environment. Using the Constructivist Learning Environment Survey (CLES), the instrument revealed no significant differences in perceptions between control and treatment group students. However, treatment group students expressed overall positive experiences and opinions towards PhBL via interview questions—and provided insight that would help inform future PhBL.
Blas-Lizama A. J., 2026. I Fina’nå’guen I Famagu’on Put I Tåsi: the impact of phenomena-based learning on explaining and conceptualizing ocean acidification in the Pacific. PhD thesis, University of South Carolina, 24 p. Thesis.
