The purpose of the study is to investigate the influence of phenomenally–oriented learning on studying a variety of topics in secondary school students. It was important for us to conduct this study to ensure the reliability of the method used. The question of our research is to what extent phenomenally oriented learning, within the framework of interdisciplinary interaction, influences the solution of various educational problems in secondary school students in the 7th grade.

Hypotheses put forward:

A) The study of phenomena in the classroom at school can contribute to solving a variety of educational problems.

C) The use of phenomenally oriented learning has a positive effect on the development of meta-subject skills among students in secondary school, in grade 7.

This is a study among a small group of 24 students conducted during September - November 2022 by students at the intellectual school of Almaty.

Evaluation method. The results pre- and post-testing were analyzed through a comparative method.  The metacognitive skills of students were evaluated when solving problems:

• self-regulation,
• internal motivation,
• argumentation,
• interpretation.

The tests conducted before and after the study showed positive dynamics, and many students improved their results. The study showed that phenomenon-based learning had provided a more meaningful learning experience by actively engaging learners to solve problems that have a real-world context. It also helps learners to make connections across different disciplines. The results of the study show positive dynamics of changes in the level of self-regulation, internal motivation, argumentation, and interpretation of students.

When conducting the study, we considered how the authenticity of various educational problems of modern society can be attractive to students if you think about how to make the learning process such that it does not lead to entertainment and only superficial experiences. An important part of a teacher's job is to create positive cognitive dissonance through competing worldviews/roles [1]. Considering the solution of educational problems by students as an opportunity to study the features of the surrounding world from different points of view, it becomes clear the rationale for the use of phenomenally oriented teaching in school lessons, in interdisciplinary interaction, from the perspective of several subject contents that differ from each other [2].

Education in our school begins with the 7th grade. Students come to our school with different background knowledge, from different educational institutions of the city, region, and republic, with different features of the curricula.  We noticed that students of grades 7 unproductively use the subject knowledge and skills acquired in various subjects, and as a result, they cannot offer solutions to any educational problem. Students have poorly developed self-regulation, low internal motivation, ineffective argumentation and practically no interpretation. Many scientists and educational researchers have emphasized the role of metacognitive processes in the regulation of cognitive activity, in particular intellectual activity. According to John Flavell, the concept of "metacognition" is defined as "the ability to analyze one's own thinking strategies and manage one's cognitive activity" [3].

According to A. Brown's model of metacognition, the regulation of cognition, as a category of metacognition, includes planning in the form of choosing a strategy for solving educational tasks [4]. The role of metacognitive processes is considered very important in the educational activities of students, since they understand and evaluate their own learning process, considering their own solutions to educational tasks and problems [5]. Phenomenally–oriented learning is just the interdisciplinary approach to learning that we need, which is student–oriented and based on research and problem solving. The purpose of phenomenon-based learning is to prepare students to solve problems related to real life [6].

Phenomenon-based learning is a learner-centred, multidisciplinary instructional approach that is based on student inquiry and problem solving [7]. Understanding various phenomena can become an important component of the learning process. The phenomena that teachers choose and include in their practice, linking science with life, should be attractive in their diversity for students and based on their life experience [8]. To understand how phenomenally oriented learning can help Grade 7 students solve educational problems related to real life, we have identified the following methods: ● situational. ● partially - search engine. Emotional saturation through immersion in the situation of the problem will motivate students to cognitive activity to solve problems [9]. To determine the level of students' metacognitive skills in the form of self–regulation, internal motivation, argumentation, and interpretation, we conducted two tests with students - preliminary and subsequent. The study consists of 3 stages: ● Pretest. ● The study of the phenomenon of "Water" in the form of a problem. ● Post - test. Pre-test. Students were asked to answer preliminary questions that determine the level of self-regulation, internal motivation, argumentation, and interpretation. The questionnaire consists of 24 questions. As survey tools, the questions of Glazer's and T.D. Dudovskiy’s tests "Identification of the orientation and level of internal motivation of students' learning activities" were used selectively. During the pre-test, we did not offer students to study information about the phenomenon of "Water" yet. The study of the phenomenon of "Water" in the form of a problem. After the testing, a multi-subject block was held for students, consisting of 4 lessons in the subjects: Biology, Physical education, Art, and English. All four lessons were aimed at studying the phenomenon of "Water", from various subject positions: The Biology lesson began the study of the phenomenon, and it considered the properties, functions, and qualities of water. The lesson of Physical culture considered the ability of water to transport harmful substances from the human body, with increased physical exertion, along with sweat. At the English lesson, students analyzed several quotes about water and studied the physical and chemical properties of water. The art lesson considered the creation of mock-ups of robots, considering their functional purposes when storing and delivering clean drinking water at school. Post – test. When summing up the results of changes, we noted different outcomes from each other of the levels of self-regulation, internal motivation, argumentation, and interpretation available to students.

At the end of the study, we obtained positive comparative results, the level of metacognitive skills in grade 7 students increased after using the situational method, in the form of immersion in a problematic situation to study the phenomenon of water, also after using a partially search method, in the form of independent work on the topic of the phenomenon. Questions to determine the level of self-regulation were aimed at the existing skills of students planning their working time. The questions to determine the level of argumentation were aimed at measuring the skills to confirm and prove one's opinion and the various ideas that arise, in the form of answers to questions. The questions on the definition of interpretation demonstrated the existing level of developed skills to interpret the various information received into the knowledge necessary to solve the problem. In this area, the application of existing subject knowledge, skills and life experience, when answering questions. Questions to determine internal motivation were aimed at the desire to actively search for the necessary information to do work chores or assignments in the classroom. Thus, the post - test showed that out of 24, four students did not show a positive trend in the level of self-regulation, and the remaining 22 students have a positive change. It should be noted that these four students showed positive results in measuring the level of internal motivation. The level of interpretation has increased in comparison with pre - test. In 8 students, the level of argumentation changed in a positive way during the post - test, compared with the pre - test. We intend to continue researching the impact of phenomenally oriented learning in the future, among students of several schools of the same age.

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