REVIEW article
Front. Educ.
Sec. STEM Education
Phenomenon-Based Learning and Storylines in K-12 Science Education: A Systematic Review of Current Research, Implementation, and Future Directions
Provisionally accepted
Kate Ireton Walker*
Noushin Nouri*- Department of Teaching and Learning, University of Texas Rio Grande Valley, Edinburg, TX, United States
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Phenomenon-based learning (PhBL) and storylines represent emerging pedagogical approaches in K-12 science education that emphasize student-centered inquiry and real-world connections, yet comprehensive synthesis of research in this field remains limited. This systematic review synthesizes current literature on PhBL and storyline approaches to identify key themes, implementation practices, and research gaps in K-12 science education. Using PRISMA guidelines, we systematically searched education journals, identifying 24 articles published between 2013-2024. Qualitative inductive analysis revealed six major themes through iterative coding and collaborative discussion. Six interconnected themes emerged: (1) Theoretical Foundations encompassing constructivist frameworks and pedagogical principles; (2) Curriculum Design and Implementation addressing NGSS alignment and materials development; (3) Teacher Development focusing on professional learning and classroom practices; (4) Student Learning and Understanding examining engagement and outcomes; (5) Contextual Factors highlighting cultural responsiveness and cross-national perspectives; and (6) Implementation Challenges including teacher preparation gaps and systemic barriers. While PhBL and storylines show promise for enhancing student engagement and scientific reasoning, successful implementation requires sustained professional development, culturally responsive curriculum design, and assessment approaches aligned with constructivist principles. Future research should address longitudinal impacts, scalability, and technology integration to strengthen the evidence base for these transformative approaches to science education.
Keywords: Systemic review, phenomenon-based learning, Storyline, NGSS, Curriculum Design, Student-centered
Received: 16 Jun 2025; Accepted: 29 Oct 2025.
Copyright: © 2025 Walker and Nouri. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Kate Ireton Walker, knwalker@uark.edu
Noushin Nouri, noushin.nouri@utrgv.edu
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.