The idea of phenomena based learning is a newer concept to me. Last year, in the middle of a pandemic, I reached out to other professionals because I was sick of "spoon feeding" my students. To me a phenomena is an observable event that we can use science practices to explain or predict.
The biggest shift for me is using student's curiosity to drive their learning. When trying to figure out a problem or a new concept, it is much more meaningful to the student if they can ask/discovery/explain their questions and understanding. I can sit in front of my class room and show slideshows and lecture about food webs and the parts of the ecosystem or I can let them figure it out in ways that they understand best, with some guidance of course.
Reading other posts, the phrase you can learn about conductive transfer from a book or you can touch the top of the stove and figure it makes perfect sense. Yes, it may be a little brash for this setting, but it shows the impact of figuring things out on your own terms has for students and their understanding.
I agree with the phenomena based learning. I, especially towards the beginning of the school year, students are afraid to be wrong. They bombard you with questions about the why until you finally tell them, you figure it out, I am NOT giving you the answer to the problem. They are afraid to fail. They haven't been given the opportunity to explore and share their knowledge about what they already know. Figuring out is how students retail what they know and exploring it is the best thing ever.