PhBL 是探究性的学习和基于问题的学习。同时适用于学校机构和工作场所。通过不断地询问和调查，学生们可以了解和巩固一个特定的现象。通过思考不同解决方案的可行性，学生也能从此学会如何有效的解决问题、并且得出一个关于某个特定话题的可靠结论。 

The PhBL approach supports learning in accordance with inquiry learning, problem-based learning, and project and portfolio learning in formal educational as well as in the workplace. It begins with studying and developing an understanding of the phenomenon through inquiry. A problem-based learning approach can then be used to discover answers and develop conclusions about the topic.

PhBL并不是完全依赖于信息科技。课程中所提出的问题和学习的内容都是基于现实生活中所发生的现象。从中学习的技巧和学习的内容也可以被运用到不同的学科，甚至运用在课堂以外的正式生活中。

The phenomenon-based approach is a form of anchored learning, although it is not necessarily linked to technology. The questions asked and items studied are anchored in real-world phenomena, and the skills that are developed and information learned can be applied across disciplines and beyond the learning environments in real-world situations.

通过PhBL，学生能够体会到所学习的概念和信息的直接利用价值。学习中，信息的应用和使用对于保持记忆非常重要。仅通过聆听或阅读或以抽象形式（例如公式和理论）吸收的信息，缺乏实际应用，通常只会保留在短期记忆中，无法长久地运用和实用。

PhBL provides a process where new information is applied to the phenomenon or problem. This context demonstrates to the learner immediate utility value of the concepts and information being studied. Application and use of this information during the learning situation is very important for retention. Information that is absorbed only through listening or reading, or in the abstract (such as formulas and theories) without clear and obvious application to the learning at hand, or to real-world application, often remain in short-term memory and are not internalized.

PhBL的认知过程与所学的主题和技能在现实世界中的应用相辅相成。PhBL的目的是，将真实生活中解决问题的方法和过程带入学习环境，让学生学会如何在专业的环境下学习和工作。

PhBL can demonstrate the authenticity of learning, a key requirement for deeper learning. In a PhBL environment, cognitive processes correspond to those in the actual/real-world situations where the learned subject matter or skills are used. The intent is to bring genuine practices and processes into learning situations to allow participation in the "expert culture" of the area and practices being studied.

学生被视为知识建构者，同时知识也被视为问题的结果。知识和技能是基于不同的情景主题下构造出来的。当学生以团队形式工作时，知识不仅仅属于个人的内部元素；相反，它也被视为逐渐在社会环境中形成的。

PhBL is a constructivist form of learning, in which learners are seen as active knowledge builders and information is seen as being constructed as a result of problem-solving. Information and skills are constructed out of ‘little pieces’ into a whole relevant to the situation at the time. When phenomenon based learning occurs in a collaborative setting (the learners work in teams, for example), it supports the socio-constructivist and sociocultural learning theories, in which information is not seen only as an internal element of an individual; instead, information is seen as being formed in a social context. Central issues in the sociocultural learning theories include cultural artifacts (e.g. systems of symbols such as language, mathematical calculation rules and different kinds of thinking tools) – not every learner needs to reinvent the wheel, they can use the information and tools transmitted by cultures.