The effect of phenomenon-based music education on dimensions of phenomenon-based learning, motivation and self-conceptualization

Phenomen-based learning is a student-centered, multi-disciplinary teaching approach based on questioning and problem solving. It is an approach in which questions are asked to explain a phenomenon determined from the real world from a holistic perspective, and the answers to the problems involving the phenomena related to the subject are constructed and structured together by the students. The aim here is not to replace subject-based learning, but to place it in a broader perspective with broader, interdisciplinary connections. Phenomenon-based learning has five dimensions, and this type of education emphasizes a holistic approach to learning. Music education allows students to develop in many disciplines. Music education can bring together many disciplines such as acculturation, physical education, play and dance, instrument playing, geography, history, literature, mathematics and physics with a planning that will be processed with a holistic perspective with phenomenon-based learning. In this study, it was aimed to determine the effect of phenomenon-based music education on the dimensions of phenomenon-based learning, motivation, self-perception, interest in Turkish folk music, and success levels in Turkish folk music. For this purpose, a 6-week curriculum designed for Turkish folk music with phenomenon-based learning was applied to 43 students studying at 10th grade in Anatolian High School. Embedded design, one of the mixed method research designs, was used in the study. Single group post-test design for measurements including measurement of phenomenon-based learning; A single-group pretest-posttest quasi-experimental design was used in the measurements involving the measurement of THM. The research is largely a quantitative research, standardized open-ended interview, individual interview and observation techniques were used as data triangulation from qualitative methods to support the data. The data obtained from the research were also related to the phenomenon-based learning rubric (teacher assessment), phenomenon-based learning and peer assessment scale for music lessons, phenomenon-based learning and self-assessment scale for music lessons, interest scale for Turkish folk music, phenomenon-based music education. The motivation scale for the Turkish folk music was collected with the achievement test. Social Comparison Scale was used to measure self-perception. The results revealed that phenomenon-based education showed statistically significant improvement in the dimensions of originality, learning problem-based research, and open-ended learning processes, while phenomenon-based learning was meaningless in the dimensions of holism and contextuality. It has been observed that there is a positive difference between the average of the students' self-perceptions, their interest in Turkish folk music, their achievements in Turkish folk music before they receive a phenomenon-based education, and their self-perceptions, their interest in Turkish folk music, and their average achievement in Turkish folk music after they receive a phenomenon-based education. As a result of the analysis obtained from the interview form applied for the social validity of the research, the students' views on phenomenon-based learning and Turkish folk music lessons were found to be "Informative, Instructive; Introducing Culture; Teaching Helping and Solidarity; Perspective Changer; The One Who Loves Folk Songs; Developing Communication Skills" and according to the answers given by the students to the question of how they felt in the music lessons taught with phenomenon-based learning, "Confident; Valuable; Happy; Excited; Enjoyable; Courageous" categories were created. According to these results, phenomenon-based learning and Turkish folk music education on students' self-perceptions; Turkish folk music achievements; music lesson motivations; their interest in Turkish folk music; original thinking skills, one of the phenomena-based learning dimensions; learn problem-based research; It can be said that it has a positive and positive effect on open-ended learning processes. Keywords: Phenomenal learning, Music education, Turkish folk music, Motivation, Self-perception.