Geography Archives - HSSE Online

Index

Karina Lalchand Sheri

Geography

Teachers’ Perceptions of Climate Change Induced Heat Stress and Related Heat Management Strategies In Singapore’s Schools

Author/s:

Karina Lalchand Sheri (National Institute of Education (Singapore)) Keywords Geography Junior College Secondary School Global warming is palpable in Singapore. Given that most classrooms in the country are largely affected by rising ambient temperatures, students are susceptible to heat stress, which undermines their learning productivity. This qualitative study sought to understand what six secondary school teachers […]

Karina Lalchand Sheri (National Institute of Education (Singapore))

Keywords
Geography
Junior College
Secondary School

Global warming is palpable in Singapore. Given that most classrooms in the country are largely affected by rising ambient temperatures, students are susceptible to heat stress, which undermines their learning productivity. This qualitative study sought to understand what six secondary school teachers in Singapore thought about the adverse effects that climate change induced warming can have on their students’ learning. While thermal discomfort was a real issue to contend with, this study found that its effects on productivity varied across time, from student to student, and among schools. Instead of relying on cooling methods that involved the further use of energy/resources for temporary thermal relief, the recommendations/strategies for dealing with heat stress mentioned by the teachers were far more sustainable and contextually specific.

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Reconstructing the Nation? Representations of Public Housing in School Geography Textbooks

Author/s:

Julian Chang

Tricia Seow (National Institute of Education, Singapore) Diganta Das (National Institute of Education, Singapore) Julian Chang (Dunman High School, Singapore) Keywords Geography Junior College Secondary School Geography Textbooks Within education literature, scholars have argued that schools play an important role in social reproduction. However the literature on the role of specific subjects in this process is less examined. […]

Tricia Seow (National Institute of Education, Singapore)

Diganta Das (National Institute of Education, Singapore)

Julian Chang (Dunman High School, Singapore)

Keywords

Within education literature, scholars have argued that schools play an important role in social reproduction. However the literature on the role of specific subjects in this process is less examined. Within geography education, there is a growing interest and critical examination of the purposes of geography teaching. These accounts suggest that the content of school geography fulfils particular social purposes and national ideologies. In fact, political geographers like Radcliffe (1999) have argued that geographical professionalism and skills have provided the knowledge/power with which to promote certain “imagined” geographies upon which a social or national sense of identity can rest. In Singapore, geography scholars like Kong and Yeoh (2003, p. 2) have examined the specific strategies that the Singapore state uses to construct the Singapore “nation” using both ideological and material practices. They suggest that the public housing landscape has been an important means to this end. The role of public housing in the construction of the Singapore’s national identity has been documented by academics – from scaling up to a first world nation through public housing, to Singapore’s public housing being emulated as a successful model. However there is little analysis of the ways in which public housing has been represented within school geography in order to promote certain imagined geographies in the population.

This paper, therefore, considers the representations of public housing in school geography textbooks from the 1970s to present day. It analyses the role that these textbook chapters on public housing play in augmenting the state’s modernist projects and goals, as well as the symbolic meanings attached to the content on public housing in reproducing particular types of Singaporean identities. It further compares the textbook content to the larger developmental goals of the state throughout these periods, and surfaces the realities that are obscured in the process.

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Deepening Secondary Students’ Understanding of Coastal Management at Labrador Park through Fieldwork

Author/s:

Yi Ling Elissa Goh

Yi Ling Elissa Goh (New Town Secondary School, Singapore) Keywords Geography Secondary School Fieldwork The impetus for action research on experiential learning of geography stems from a desire to introduce a more “engaged” form of geography, whereby students move beyond the academic study of geography in the classroom to making sense of geography in relation to […]

Yi Ling Elissa Goh (New Town Secondary School, Singapore)

Keywords
Geography
Secondary School
Fieldwork

The impetus for action research on experiential learning of geography stems from a desire to introduce a more “engaged” form of geography, whereby students move beyond the academic study of geography in the classroom to making sense of geography in relation to their reality (Morgan, 2012). Through an environmental scan of the inclusion of fieldwork into the new Geography syllabus commencing 2013, we sought to find out how fieldwork is integral to the study of geography in Singapore schools. The choice of coastal geography as a topic for inquiry was strategically aligned to its inclusion in the new syllabus and its relevance to Singapore’s geography as an island. The feedback obtained from teachers participating in Professional Learning Circles (PLCs) also suggested that students found it challenging to understand abstract geography concepts, in particular, physical geography processes and how they take place in real world contexts. As such, a “disconnect” or a learning gap has been created between geography presented to the students in the textbook to that of their real world contexts. The decision to explore how to bridge students’ learning gaps through fieldwork as a pedagogical practice was also guided by our Humanities Department action plan to effectively engage our students through Outdoor Classroom Experiences (OCE). We chose Labrador Park as a research site due to various factors, such as its geographical proximity to the school, evidence of human management of coasts, preservation of historical features, and availability of resource materials.

Methods
The research was conducted from April to October 2011 and consisted of three key phases: planning, data collection and data analysis (see Table 1).

Phase	Focus	Time frame
1	Planning Environmental and subject scanning Brainstorming of research ideas Formulation of thesis question and sub-questions Defining research scope Recce of field sites Development of fieldwork booklet	April to June
2	Data Collection Administration for fieldwork (e.g., information to students and parents) Selection of students Fieldwork activity on 20^th July Class reflection	July to August
3	Data Analysis Transcription of interviews Categorization of student responses Evaluation of student responses Consolidation of findings	September to October

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Related Teaching Materials

Attachment	Size
Activity 1	22.49 KB
Activity 2	20.41 KB
Activity 3	20.5 KB
Reflections- Why protect the coast at Labrador Park	1.48 MB
Appendix 2-4	20.96 KB

Environmental Education in Singapore: An Analysis of Environmental Knowledge in the Lower Secondary Geography Curriculum

Author/s:

Yee Jie Ying

Yee Jie Ying (National Institute of Education (Singapore)) Keywords Geography Junior College Secondary School Environmental education Introduction Curricula Goals of Environmental Education Environmental education (EE) was first developed at a time when environmental degradation became widely prominent (UNESCO, 1976). EE becomes even more relevant today as we are ever pressured by pressing environmental issues such as […]

Yee Jie Ying (National Institute of Education (Singapore))

Keywords
Geography
Junior College
Secondary School
Environmental education

Introduction
Curricula Goals of Environmental Education
Environmental education (EE) was first developed at a time when environmental degradation became widely prominent (UNESCO, 1976). EE becomes even more relevant today as we are ever pressured by pressing environmental issues such as those arising from pollution, waste management, and climate change, both locally and globally. The 1975 Belgrade Charter was the first milestone of EE, providing an international framework for EE to rapidly proliferate in many cities. Essentially, EE aims to:

“develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively towards solutions of current problems and the prevention of new ones” (UNESCO, 1976, p. 2).

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A Dialogic Teaching Approach: Talk Moves to Deepen Students’ Understanding in the Geography Classroom

Author/s:

Lim Yi Xuan Debi

Lim Yi Xuan Debi (National Institute of Education) Keywords Geography Junior College Secondary School dialogic teaching talk moves interaction pattern Abstract In most Singapore classrooms, lessons are typically characterised by the traditional Initiation-Response-Feedback (IRF) instructional sequence. Such an approach limits students’ ability to engage in meaningful classroom discussions and is contrary to achieving 21st Century skills. This […]

Lim Yi Xuan Debi (National Institute of Education)

Keywords
Geography
Junior College
Secondary School
dialogic teaching
talk moves
interaction pattern

Abstract
In most Singapore classrooms, lessons are typically characterised by the traditional Initiation-Response-Feedback (IRF) instructional sequence. Such an approach limits students’ ability to engage in meaningful classroom discussions and is contrary to achieving 21^st Century skills. This paper analyses the power of dialogic talk in the classroom to engage students in more critical thinking and learning. This paper examines how the quality of dialogue and learning outcomes in the classroom will be influenced when students are conferred more authority in the classroom and positioned as significant figures of knowledge construction. This topic of study is significant as the foundation of Singapore geography is underpinned by an inquiry approach, where knowledge construction is anchored upon asking key and guiding questions.

Introduction
Leading researchers of classroom talk (Barnes, 2008; Mercer, 2008; Alexander, 2006 & Baktin, 1981) have noted that in most classrooms, lessons are typically characterised by the ritualised exchange of Initiation-Response-Feedback (IRF) instructional sequence. The nature of such an approach breeds over-reliance on the teacher for the ‘model’ answer (ibid). Recent research has shown that students have limited opportunities to engage in rich classroom conversations, which is contrary to achieving the 21st Century skills vital for the development of Singapore’s workforce to think independently, critically and creatively (ibid).

Dialogic teaching is a powerful approach in harnessing the power of talk to stimulate thinking and enhance students’ learning (Scott, Mortimer & Aguiar, 2006). Through the study of talk moves, one will better understand how to engage students to think critically, optimally bouncing off ideas in the classroom. This study is highly relevant to the Desired Outcomes of Education (DOE) in Singapore to develop students to become a confident person, a self-directed learner, an active contributor and a concerned citizen (MOE, 2004).

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The Role of Geographical Investigations In Developing Students’ Cognitive Thinking

Author/s:

Lim En Qi

Lim En Qi (National Institute of Education ) Keywords Geography Junior College Secondary School Geographical Inquiry Fieldwork Cognitive Thinking Abstract In Singapore, there has been a shift in education towards more inquiry-based learning to equip students with skills for the future. Geographical Investigations (GI) have been introduced as a form of geographical inquiry where students participate […]

Lim En Qi (National Institute of Education )

Keywords
Geography
Junior College
Secondary School
Geographical Inquiry
Fieldwork
Cognitive Thinking

Abstract
In Singapore, there has been a shift in education towards more inquiry-based learning to equip students with skills for the future. Geographical Investigations (GI) have been introduced as a form of geographical inquiry where students participate actively in knowledge construction through fieldwork. Fieldwork deepens students’ understanding of content and aids in students’ affective, social, and cognitive development. However, there is limited local research on the value of Geography fieldwork in influencing students’ cognitive thinking. This paper, therefore, examines the role of GI in developing Secondary students’ cognitive thinking in Geography. Using a case-study approach, Secondary 2 students in one secondary school were interviewed before and after their GI on the topic of Transport. Data was analysed using an adapted model of Bloom’s Taxonomy. All students showed an improvement in higher-order cognitive skills after GI, specifically in the development of higher-order cognitive thinking skills and deeper thinking at particular cognitive levels.

Introduction
Fieldwork is an essential part of Geography. Defined as supervised learning that encourages first-hand experiences outside the classroom (Lonergan & Anderson, 1988), fieldwork can be categorized into various types depending on the degree of teacher and student involvement: This ranges from traditional teacher-led field trips to more student-centred inquiry-based field projects and self-discovery (Kent, Gilbertson & Hunt, 1997). Among these, student-centred activities and inquiry-driven fieldwork have been recognised as most effective in facilitating deep learning where students play a more active role in making sense of knowledge (Kent et al., 1997; Oost, De Vries & Van der Schee, 2011). Recently, there has been an increased emphasis on inquiry-based learning for education in Singapore. The Ministry of Education (MOE) has highlighted geographical inquiry as the recommended pedagogical approach for Geography education (Curriculum Planning and Development Division [CPDD], 2014). In line with this change, Geographical Investigations (GI) was introduced to develop students’ 21st Century Competencies, cultivating them to become confident, self-directed learners through inquiry-driven fieldwork (CPDD, 2014).

Fieldwork provides students with an avenue to better understand subject content by bridging the gaps between theoretical ideas learnt in class with real-life experiences (Chew, 2008; Das, 2014). It aids in students’ affective (Boyle et al., 2007), personal and social development which concomitantly supports cognitive development (Foskett, 1999; Oost et al., 2011). Nevertheless, most studies adopt a generic stance to analysing fieldwork, neglecting how the nature of fieldwork influences students’ learning and development. Empirical studies on how fieldwork contributes to cognitive development are still limited with regard to Geography, and even more so for school Geography in Singapore.

Considering the shift towards more inquiry-based learning and how fieldwork is a defining feature of Geography, there is a need to contemplate how active, inquiry-driven fieldwork develops students’ thinking. Thus, this study examines the role of GI in developing secondary students’ cognitive abilities. More specifically, it focuses on the effects of a Transport GI on Secondary 2 students’ thinking. It aims to compare students’ cognitive abilities before and after undergoing a Transport GI.

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Incorporating Mediated Learning Experience in Geography Lessons

Author/s:

Esther Wong Ting Wei

Wong Ting Wei, Esther (National Institute of Education ) Keywords Geography Junior College Secondary School Mediated Learning Experience Geography Inquiry-Based Learning Approach Cognitive Affective Mediation Abstract With the recent emphasis on 21st century competencies, inquiry-based learning has been touted as the recommended pedagogy as it attempts to move away from didactic teaching. However, an analysis of the […]

Wong Ting Wei, Esther (National Institute of Education )

Keywords
Geography
Junior College
Secondary School
Mediated Learning Experience
Geography
Inquiry-Based Learning Approach
Cognitive
Affective
Mediation

Abstract
With the recent emphasis on 21^st century competencies, inquiry-based learning has been touted as the recommended pedagogy as it attempts to move away from didactic teaching. However, an analysis of the current geography syllabus revealed three possible areas of improvement: (1) lack of intentional mediation of cognitive functions (2) lack of continuous mediation and (3) lack of emphasis on enhancing students’ dispositions in learning. From research, inquiry-based learning could be complemented by MLE, a theory developed by Feuerstein which refers to the quality interaction between the mediator and learner. Therefore, the purpose of this research paper is to explore how principles of MLE may be applied to address the aforementioned areas of improvement to enhance students’ learning in the geography classroom. Subsequently, a broad conceptualization of how MLE may be utilized to underpin the inquiry-based learning approach will be provided.

Inquiry-Based Learning as A Teaching Pedagogy
Over the years, revisions have been made to Singapore’s education system to better equip students with 21^st century competencies to help them succeed in a rapidly changing world (Deng, Gopinathan, & Lee, 2013). One major reform in the education system is the introduction of Thinking Schools, Learning Nation (TSLN) in 1997 which is a vision that “describes a nation of thinking and committed citizens capable of meeting the challenges of the… 21^st century” (Chang, 2012). In alignment with this vision to develop in students 21^st century competencies, the humanities syllabuses adopted inquiry-based learning as the recommended teaching pedagogy (Afandi, 2013).

Geographical inquiry is a question-driven approach in which inquiry questions are asked (either by the teacher or students themselves) and students would subsequently find out the answers to those questions by embarking on an investigation (Roberts, 2013). According to Roberts (2013), the learning of geography through an inquiry approach gives students the opportunity to cultivate thinking skills such as reasoning, classifying information and analyzing data (refer to Figure 1). These skills could either be specific to geography or classified as general thinking skills which could also be applied to other subjects. Broadly, these thinking skills could also be thought of as cognitive functions. Cognitive functions are defined as “process variables that are themselves compounds of native ability, attitudes, work habits, learning history, motives and strategies” (Seng & Tan, 2008). Thus, in essence, cognitive functions refer to a broad spectrum of cognitive capabilities, representing different domains of thinking. Therefore, when teachers utilize the inquiry-based approach to teach geography, they are seeking to develop and enhance students’ cognitive functioning such that students could be equipped with the desired thinking skills.

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Sampling in Geographical Fieldwork Using GIS Techniques

Author/s:

Heidi Tan Sheng Ting

Tan Sheng Ting, Heidi (National Institute of Education ) Keywords Geography Junior College Secondary School Fieldwork GIS Remote Sensing Sampling Geography Education Abstract Sampling is a fundamental and essential component in geographical fieldwork. Sampling is the process of gathering data from purposefully selected sites, such that the data collected best represents the general phenomenon being studied. […]

Tan Sheng Ting, Heidi (National Institute of Education )

Keywords
Geography
Junior College
Secondary School
Fieldwork
GIS
Remote Sensing Sampling
Geography Education

Abstract
Sampling is a fundamental and essential component in geographical fieldwork. Sampling is the process of gathering data from purposefully selected sites, such that the data collected best represents the general phenomenon being studied. In geography education, teachers often have to look for suitable sites for students to conduct fieldwork, for example, which location to conduct interviews. However, many teachers are afraid to venture out into unchartered territories where the potential site for fieldwork is unfamiliar. This paper seeks to illustatre the use of GIS techniques to determine the suitability of an unfamiliar site for sampling in geographical fieldwork through coastal research done on a coastline along Cha-am, Thailand.

Unfamiliar territories
The research conducted was about the impact of coastal erosion on Cha-am’s beach and Cha-am south beach and the shops along the coast. The research was conceptualised in Singapore, hence making it a challenge to visit the research site beforehand. In addition, there was no prior secondary research about coastal erosion and coastal retreat along Cha-am’s coastline. To overcome this challenge, GoogleEarth and GIS remote sensing techniques were utilitised to determine the suitability of various sites for research on coastal erosion.

Utilising GoogleEarth Satellite Imagery
Firstly, GoogleEarth was used to get an overview of possible sites along Cha-am’s coastline. Through GoogleEarth, the coastline was analysed using satellite images from various time scales through the time slider feature in GoogleEarth. The satellite images revealed that there was indeed coastal retreat along Cha-am coast over the years. Hence, by comparing the coastline in the different time scales, two sites along Cha-am’s coastline were identified – one at Cha-am beach as a ‘low erosion site’ and the other at Cha-am south beach as a ‘high erosion site’ (Figure 1).

The ‘low erosion site’ was identified for having the least significant coastal retreat compared to the rest of the coastline. In addition, the ‘low erosion site’ had the largest stretch of beach, which is a key coastal depositional landform (Figures 2a, 2b and 2c).

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Developing a Writing Framework to Guide Students’ Writing in Geography

Author/s:

Jamilah Sukimi

Jamilah Sukimi (Meridian Secondary School (Singapore) ) Samantha Lim (Presbyterian High School (Singapore)) Sarifah Tamsir (Pasir Ris Secondary School (Singapore)) Tan Say Pin (New Town Secondary School (Singapore)) Wong Yi Jun (Riverside Secondary School (Singapore)) Keywords Geography Junior College Secondary School Geographical concepts Critical Thinking Geographical Writing Abstract This paper examines the effectiveness of using a Writing Framework to guide […]

Keywords
Geography
Junior College
Secondary School
Geographical concepts
Critical Thinking
Geographical Writing

Abstract
This paper examines the effectiveness of using a Writing Framework to guide students to write geographically for a level descriptor question. The Writing Framework combines aspects of Paul’s EOT (Wheel of Reasoning) with Neighbour’s Core Questions to guide students’ writing. The Writing Framework provides structure in extended writing, but more importantly encourages students to consider the importance of two geographical concepts, ‘Place’ and ‘Space’, in their essay writing.

The study involved 18 Secondary 5 Normal (Academic) students. The majority of the students found the Writing Framework useful and showed an improvement in test scores. The results and student feedback highlighted the potential of the Writing Framework to help students in writing geographically.

Introduction
The concepts of ‘space’ and ‘place’ are key to understanding geographical thinking. Lambert (Lambert, 2012, 3) defined ‘Place’ as a specific part of the Earth’s surface that has been named and given meaning by people, although its meanings may differ. Places range in size from the home and locality to a major world region. They can be natural (shaped by the environment) or built (constructed by human beings). On the other hand, ‘Space’ has its own purpose or use and is characterised by location (where something is located on the Earth’s surface), spatial distribution (pattern resulting from the arrangement of phenomena on the Earth’s surface) and spatial organisation (how phenomena are arranged on the Earth’s surface, and why). These key concepts provide valuable insights into the nature of Geography because of their breadth of application to the content studied and the extent to which they are linked to other significant ideas within the subject (Bennett, 2010, p. 38). They help to anchor the subject by giving it a greater coherence, and the students’ reference to these concepts in their answers would enhance the quality of geographical thinking in their essay.

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Guiding Students in Writing Data Response Answers Using Bloom’s Taxonomy for Critical Thinking

Author/s:

Ong Ka Min

Ong Ka Min (Yuan Ching Secondary School (Singapore) ) Arulushamaheswary D/O Anbalagan (Yuan Ching Secondary School (Singapore)) Keywords Geography Junior College Secondary School Student Learning Abstract This study focuses on improving students’ ability to respond to data response questions with two or more variables – in particular, students’ ability to describe and compare the data given in […]

Ong Ka Min (Yuan Ching Secondary School (Singapore) )
Arulushamaheswary D/O Anbalagan (Yuan Ching Secondary School (Singapore))

Keywords
Geography
Junior College
Secondary School
Student Learning

Abstract
This study focuses on improving students’ ability to respond to data response questions with two or more variables – in particular, students’ ability to describe and compare the data given in data response questions. Based on Bloom’s Taxonomy, a step-by-step guide was crafted on how to approach these type of questions. The methodology used was quantitative data derived from pre- and post-tests, and a qualitative analysis of the post-test scripts. For this research, we picked Secondary 5 Normal (Academic) students who showed difficulty in coping with data response questions that have two or more variables. We found that the guide was useful in scaffolding writing answers for the students. However, while students were able to apply the lower stages of the guide, they were not able to spiral their critical thinking skills to higher levels of Bloom’s Taxonomy.

Introduction
The Desired Outcomes of Education (DOE) serve as a guide to teachers in crafting their teaching goals. The development of the attributes stated under the DOE are believed to be key in ensuring that our students are able to thrive in the challenging climate of the 21^st Century. One of the ways in which the DOE can be achieved through Geography is through the development of students’ perspectives on Geographical issues by analysing data and information to critically arrive at reasoned conclusions. As such, part of the learning outcomes of the Upper Secondary Geography curriculum (CPDD, 2013) is the development of the following skills:

Extract relevant information from geographical data
Interpret and recognize patterns in geographical data and deduce relationships
Analyse, evaluate and synthesize geographical data to make informed and sound decisions.

As the types of geographical data that students have to work with vary, we felt that providing a structured thinking process would help to scaffold students’ writing, and help them to answer data response questions better.

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HSSE Online

Index

Karina Lalchand Sheri

Authors List

Authors List

Teachers’ Perceptions of Climate Change Induced Heat Stress and Related Heat Management Strategies In Singapore’s Schools

Reconstructing the Nation? Representations of Public Housing in School Geography Textbooks

Deepening Secondary Students’ Understanding of Coastal Management at Labrador Park through Fieldwork

Environmental Education in Singapore: An Analysis of Environmental Knowledge in the Lower Secondary Geography Curriculum

A Dialogic Teaching Approach: Talk Moves to Deepen Students’ Understanding in the Geography Classroom

The Role of Geographical Investigations In Developing Students’ Cognitive Thinking

Incorporating Mediated Learning Experience in Geography Lessons

Sampling in Geographical Fieldwork Using GIS Techniques

Developing a Writing Framework to Guide Students’ Writing in Geography

Guiding Students in Writing Data Response Answers Using Bloom’s Taxonomy for Critical Thinking

HSSE Online

HSSE Online