Integrating Chemistry, Biology, and Physics Through Phenomenon-Based Learning in Comprehensive Schools

In today’s fast-changing world, students need critical thinking and problem-solving skills to succeed. Traditional teaching methods, while good at delivering specific content, often do not fully prepare students for the challenges of modern life. To address this, phenomenon-based learning (PBL) has become a common teaching method in schools. PBL brings together different subjects around real-world problems, breaking down the traditional barriers between disciplines.

PBL can occur as multidisciplinary learning when students investigate and solve phenomena by integrating perspectives and content from various subjects, in which related subjects are taught around a common theme. In this article, PBL and multidisciplinary learning are used synonymously.

Why PBL is Important Now and How it is Used in Comprehensive Schools

PBL was added to Finland’s national curriculum in 2016, making it a prominent topic in educational research (Opetushallitus, 2024). According to a 2020 report by the Finnish Education Evaluation Centre (Venäläinen et al., 2020), developing this learning approach was one of the key recommendations. This has sparked much interest and debate within the educational community, underscoring the need for continuous research and thoughtful implementation. Effective PBL requires careful planning and alignment with the curriculum to ensure its success. Without such alignment, PBL may not achieve the desired outcomes (Saarinen, 2020).

In comprehensive schools, PBL has been experimentally applied in subjects such as biology, chemistry, and physics, with a focus on themes like sustainable development and the Baltic Sea. Through this approach, students have been able to investigate real-world issues across multiple disciplines, fostering connections between scientific concepts and their practical applications. This method has proven particularly beneficial in science subjects, enhancing student engagement and deepening their understanding (Peltomaa, 2021).

Comparing Teaching Methods: Traditional vs. PBL

Traditional teaching focuses on specific content and clear learning goals. Teachers guide students through set materials, ensuring that important knowledge and skills are taught systematically. 

In contrast, PBL tackles complex and interdisciplinary issues that are highly relevant today, such as environmental crises and sustainable development. This approach encourages students to explore these broad topics in a more holistic way, making connections across multiple subjects and gaining a more integrated understanding of the material.

The Role of Collaboration in PBL

When PBL is done collaboratively, it aligns well with the principles of sociocultural constructivist learning theory (Susimetsä, 2023). This theory emphasizes the importance of social interaction, cultural context and teamwork in learning. In this approach, students learn by collaborating with their peers, sharing ideas, and solving problems together. This not only helps them understand the material better but also prepares them to manage the complex challenges of teamwork in the modern world.

A Case Study of PBL in Comprehensive Schools

In science education, students are expected to understand key concepts and apply the knowledge to real-world situations. To achieve this, our comprehensive school launched a PBL project in the fall of 2023, following the Finnish National Agency for Education’s guidelines for multidisciplinary learning modules.

The project lasted for 15 sessions, each comprising two 45-minute lessons divided equally among chemistry, physics, and biology. This long-term project gave students the chance to dive deep into the subject matter and apply what they learned in different contexts. The project included both theoretical and experimental work, and students created a poster and presentation on a topic of their choice. Topics included the impact of climate change on the Baltic Sea, invasive species, maritime traffic, and biodiversity.

Throughout the project, both formative and summative assessments were used. Formative assessments provided feedback during the learning process, helping students improve as they went along. Summative assessments took place at the end, evaluating the students’ posters and presentations to give a full picture of their learning achievements. This balanced approach ensured that students not only understood the core concepts but also applied their knowledge to real-world environmental challenges.

Results of PBL in Comprehensive Schools

Overall, the use of the PBL model in comprehensive schools yielded results that exceeded the possibilities of traditional teaching methods. For example, students developed a deeper understanding of complex topics such as the Baltic Sea ecosystem, pollution, maritime traffic, and plastic waste. By integrating knowledge from biology, chemistry, and physics, they were able to make meaningful connections across subjects and apply their learning to real-life situations, enabling them to comprehend broad concepts and the intricate interactions within the environment.

Teachers generally had positive experiences with this approach, finding it both inspiring and motivating. However, there were challenges, including a lack of resources, time constraints, and varying levels of student engagement. Differences in students’ educational backgrounds also made it difficult to form effective groups.

The use of handwritten posters was important in preventing students from simply copying information from AI tools, encouraging original thought. Various assessment methods, including discussions, individual interviews, and project monitoring, were also key in ensuring that students truly understood the material.

Reflections on PBL in Comprehensive Schools

The implementation of PBL in comprehensive schools showcased its potential to engage students in meaningful learning by addressing real-world issues such as sustainable development and pollution. This approach revealed both its strengths and the challenges it presents in practical applications.

While many students successfully committed to long-term projects on specific topics, others struggled to maintain focus. For example, the requirement to produce a handwritten poster as the final product received mixed feedback; some students found it engaging, while others viewed it as limiting. However, this approach ensured originality by preventing reliance on AI tools. To address these challenges, differentiated grouping could be an effective solution. Grouping students based on their ability levels allows for the use of adaptive digital tools that provide tasks tailored to individual learning needs, helping students work at their own pace (Baur et al., 2023).

Expanding the range of available topics could further enhance student engagement. In addition to biology-focused themes, such as the Baltic Sea ecosystem and biodiversity, students might be encouraged to explore physics or chemistry-related topics, like key elements for marine sustainability or the role of measurement units in environmental analysis.

There is also an important question: how were students guided during the project? Teachers providing clear structured guidelines, scaffolding strategies, and critical keywords to support students’ research is beneficial in helping them manage their tasks more effectively, explore their topics with greater depth, and improve the quality of their final projects.

After the conclusion of this project, it was also evident that continuous professional development for teachers is necessary, especially for newcomers, to ensure a consistent understanding of the terms and concepts used in PBL. Although this PBL case in our school provided interesting insights and concrete recommendations, further research is needed to develop and adapt PBL to meet the needs of today’s education.