Geography and Geography Education Archives

Index

Karina Lalchand Sheri

Geography and Geography Education

Mega Dams and Their Impacts On Downstream Sand Bar and Island Dynamics Along The Madeira River, Brazil

Author/s:

Karina Lalchand Sheri (National Institute of Education (Singapore)) Keywords Geography Junior College Secondary School This paper investigates the impact of both Santo Antônio and Jirau mega dams on the downstream geomorphology of, more specifically, island and bar dynamics along the Madeira River in the Amazon. Water level data from gauge stations and remote sensing images from […]

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

Keywords
Geography
Junior College
Secondary School

This paper investigates the impact of both Santo Antônio and Jirau mega dams on the downstream geomorphology of, more specifically, island and bar dynamics along the Madeira River in the Amazon. Water level data from gauge stations and remote sensing images from 1990 to 2019 were deployed to make sense of the changes in the number, area and volume of islands/bars downstream of the dams. The data indicated that both Santo Antônio and Jirau, which are run-of-river dams have not had significant impacts on the area and volume of islands/bars found in Madeira River’s five reaches. A reduction in the volume of islands/bars was marginally more substantial than a negligible reduction in their areal extent. Trapped sediments behind both dams could have accounted for the slight decrease in island/bar volume. Overall, this paper opens up a discussion on the sustainability of fluvial/geomorphological features and water regimes, alongside the installation of run-of-river dams as an allegedly more sustainable alternative to other kinds of hydraulic structures and non-renewable sources of energy. Student-teachers who are taking tertiary courses in physical Geography, as well as A Level Geography educators are likely to take interest in this in-depth and well contextualised case study of mega dams in Brazil.

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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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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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Concepts as the Grammar of Geography: A Reflection

Author/s:

Liu Zhen

Liu Zhen (Loyang Secondary School, Singapore) Keywords Geography Junior College Secondary School Geographical concepts Teaching Geography Thinking Geographically Within geography education, there is discussion about what it means to “think geographically” (Jackson, 2006). One argument is that geographical content (the lists of names and places) is the “vocabulary” of geography, and geographical concepts are the ”grammar” […]

Liu Zhen (Loyang Secondary School, Singapore)

Keywords
Geography
Junior College
Secondary School
Geographical concepts
Teaching Geography

Thinking Geographically
Within geography education, there is discussion about what it means to “think geographically” (Jackson, 2006). One argument is that geographical content (the lists of names and places) is the “vocabulary” of geography, and geographical concepts are the ”grammar” which helps us makes sense of places and names (Jackson, 2006; Lambert, 2004). Jackson argues that what sets geographers apart from other professions is their ability to make connections between information and knowledge about seemingly unrelated matters (Jackson P. , 2006, p. 203), but expressed concern that the public perception of the discipline focuses only on the “vocabulary” aspect (Jackson P. , 2006).

Jackson is not alone in stating that the study of Geography should not be purely about making lists and remembering names. Bonnet (2012) sees the taxonomy of Geography – using geography to “order the world” – as one of the existential functions of Geography (Bonnet, 2012, p. 40). Advocates of holistic geography (Rawding, 2013) support Jackson’s argument that geography students need to move beyond studying geography topics in isolation. They argue that students need to see the interconnection between different systems (Bonnet, 2012; Lambert, 2004; Rawding, 2013), that is they need to think geographically. Holistic geography poses a stark contrast to the topical approach typically employed in schools, where the textbook is divided distinctly first into human and physical geography, then separate topics such plate tectonics or weather and climate.

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Radicalization of Geographical Education in Singapore through Powerful Knowledge and Powerful Pedagogy

Author/s:

Paul Seah

Paul Seah (Beatty Secondary School, Singapore) Keywords Geography Junior College Secondary School Geographical Concepts Introduction Johnston and Sidaway (2004) posit that there exists a body of knowledge that is taught by experts who produce new knowledge and reproduce old knowledge within disciplines that is identified by their subject matter. The German philosopher Immanuel Kant classified this […]

Paul Seah (Beatty Secondary School, Singapore)

Keywords
Geography
Junior College
Secondary School
Geographical Concepts

Introduction
Johnston and Sidaway (2004) posit that there exists a body of knowledge that is taught by experts who produce new knowledge and reproduce old knowledge within disciplines that is identified by their subject matter. The German philosopher Immanuel Kant classified this knowledge in three different ways (Azócar Fernández & Buchroithner, 2014). One way was to classify facts according to the type of the objects studied. The second way was to examine the temporal dimension by looking at things in relation to their history. The final way was to understand facts relative to their spatial relationships. It is the final method of knowledge classification that is what we know today as geography.

The understanding of knowledge, as with other phenomena in our society, is “ever-changing and is multifaceted” (Boettke, 2002, p. 266). More recently, Firth (2013) proposed three other conceptions of knowledge: absolutist, relativist and realist, and argues that such “different conceptions of knowledge (and truth) imply and encourage different ideals of thinking, learning, teaching and curriculum in geography” (p. 59).

However it seems that knowledge is “somehow taken for granted or something we can make fit our political goals” (Young, 2010, p. 21) and that there is a need for another way of conceptualizing the curriculum by seeing what knowledge can do, calling it “powerful knowledge” (Young, 2009). He argues that because the curriculum had evolved to tackle social problems and fulfill the needs and interests of learners, it “played down the fundamental educational role of the curriculum, which derives both from what schools are for and what they can and cannot do” (Young, 2010, p. 23). Young (2010) therefore takes a radical stand and argues that “we need to make the question of knowledge our central concern and this involves developing a knowledge-led and subject-led, and not, as much current orthodoxy assumes, a learner-led approach to the curriculum” (p. 21). This paper will critically examine Young’s (2010) arguments and comment on how these arguments are relevant to geographical education in Singapore.

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The “rightful place” of Physical Geography in Singapore’s School Geography Curriculum

Author/s:

Ng Mui Leng

Ng Mui Leng (Dunman High School, Singapore) Keywords Geography Junior College Secondary School Physical Geography Education Citizenship Education When the new Lower Secondary Geography Syllabus was launched in 2014, there was much talk among teachers that there seemed to be a downplaying of “pure” physical geography topics. Units on the traditional four spheres of physical geography […]

Ng Mui Leng (Dunman High School, Singapore)

Keywords
Geography
Junior College
Secondary School
Physical Geography Education
Citizenship Education

When the new Lower Secondary Geography Syllabus was launched in 2014, there was much talk among teachers that there seemed to be a downplaying of “pure” physical geography topics. Units on the traditional four spheres of physical geography (i.e. biosphere, lithosphere, atmosphere and hydrosphere) were taken out, though physical geography topics are still represented at the upper secondary level. This leads us, as geography educators, to ponder – is physical geography’s position in Singapore’s school geography curriculum at risk?

This paper draws on Duncan Hawley’s chapter “What is the rightful place of physical geography?” in Debates in Geography Education (Lambert & Jones, 2013). It appositely explores the “rightful place of physical geography” by presenting the different arguments about physical geography’s position with regard to other disciplines (especially the sciences) and within the discipline itself. It also critically reflects on the implications of Hawley’s arguments on the teaching and learning of geography in the Singapore context.

Earth Science – Geography or Science?
With the use of Earth science as an example, Hawley (2013) presents the various viewpoints on the debate of whether Earth science should be positioned in the geography or science curriculum. Physical geography topics such as climatology and weather, geology and ecosystems, which can be collectively known as Earth science, often overlap in content with the sciences (biology, chemistry and physics), leading to academics like Gregory (2002, cited in Hawley, 2013, p. 90) to question the appropriateness of physical geography within geography. Hawley also acknowledges King’s argument (2011) that Earth science’s “rightful place” in education should be in the science curriculum as international test data has shown that students in countries where Earth science is an established science subject taught by teachers who specialise in Earth science, performed much better than the students who are from countries where “Earth science is not so strongly demarcated” (cited in Hawley, 2013 p. 91).

For this part of the debate on physical geography’s position with regard to the sciences, Hawley concurs with the complementary approach to understanding the physical aspects of the Earth, as advocated by the Geographical Association (2013, p. 91). He draws on the Geographical Association’s justification of how the “commonalities of earth science in physical geography and ‘deep’ earth science do not duplicate learning but are complementary, and both perspectives are advantageous and essential for effective learning” (Hawley, 2013 p. 92). Though Hawley (2103) does not openly state his stand, he seems to be supportive of this approach as he argues that it differentiates itself from the “conventional sciences” and is less generic than the usual Earth System science (p. 92).

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Disaster prevention literacies: Assessing the knowledge, skills and attitude of Taiwanese students for an earthquake disaster

Author/s:

Norfarahin Binte Abdul Rahim

Norfarahin Binte Abdul Rahim (National Institute of Education, Singapore) Bing Sheng Wu (National Institute of Education, Singapore) Keywords Geography Junior College Secondary School Physical Geography Education Introduction Earthquakes can have significant and catastrophic consequences to populations and the areas where they live and work. One way to mitigate the negative effect of the hazard on lives is […]

Norfarahin Binte Abdul Rahim (National Institute of Education, Singapore)
Bing Sheng Wu (National Institute of Education, Singapore)

Keywords
Geography
Junior College
Secondary School
Physical Geography Education

Introduction
Earthquakes can have significant and catastrophic consequences to populations and the areas where they live and work. One way to mitigate the negative effect of the hazard on lives is by building the preparedness of people in at-risk areas (Panić, Kovačević, Miljanović, 2012). However, the level of preparedness for earthquakes in not only developing but also developed countries is still problematic (Shaw, Shiwaku, & Kobayashi, 2004). Traditional approaches such as lecturing or book-reading about natural disasters rarely equip students with the skills and attitude of preparedness to respond effectively and survive future disasters (Panić, Kovačević, Miljanović, 2012). Effective education is especially important for earthquake-prone countries to reduce the vulnerability to death when a disaster strikes (Chang & Lin, 2012).

Ranked by the World Bank as the fifth highest risk country in the world in terms of full-spectrum disaster risk, the social, economic and geologic environment of Taiwan is highly volatile to the real threat of earthquakes (Lai, Lei, Fang, Chen, & Chen, 2012). The destructive impact of the 921 earthquake in 1999 led to 2415 people killed, 11305 injured, and monetary damage that totalled $300 billion (Seplaki, Goldman, Weinstein, & Lin, 2006). The 921 earthquake along with the recognition that earthquakes have been occurring so frequently in Taiwan has motivated the Ministry of Education (MOE) to revamp its definition of what the achievement of disaster prevention literacy should encompass. Instead of teaching earthquake prevention through textbooks, Taiwan’s educational effort focused on the development of skills to act and respond appropriately during natural disaster and attitudes to improve people’s preparedness for disaster in the future (Chen & Lee, 2012). Disaster education in Taiwan now begins in elementary school (Sharpe, 2009). Once taught to students through mere theories in the school curricula, this crucial component has been infused into experiential learning processes which put drills at the centre of the learning cycle (Sharpe, 2009). In addition, all schools are required by MOE to conduct mandatory drills at least once in a semester (Chang & Lin, 2012). This ensures that all students are equipped with the skills needed to respond to an upcoming earthquake disaster, should it occur on school grounds.

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Impacts of the development of tourist facilities on the transition of villages: A case study of Gubugklakah Village, Malang, Indonesia

Author/s:

Adelina Chandra

Adelina Chandra (Department of Geography, Universitas Indonesia, Indonesia) Diah Rossy Pratiwi (Department of Geography, Universitas Indonesia, Indonesia) Noer Sulistyarini (Department of Geography, Universitas Indonesia, Indonesia) Keywords Geography Junior College Secondary School Spatial analysis; tourist facilities; tourism village; transition INTRODUCTION Tourism villages in rural areas that offer unique tourist attractions such as physical features of the natural environment or […]

Keywords
Geography
Junior College
Secondary School
Spatial analysis; tourist facilities; tourism village; transition

INTRODUCTION
Tourism villages in rural areas that offer unique tourist attractions such as physical features of the natural environment or social and cultural activities in rural communities can support economic development (Department of Culture and Tourism of Malang, 2006). Tourism villages are also a form of integration between attractions, accommodation and support facilities that integrates community life with traditions (Nuryanti, 1993). As a result, the development of tourist facilities should be a key factor in forming a tourism village and should be easily accessed by visitors. Two types of facilities which should be considered in the tourism village: primary and supporting facilities (Burton, 1995). The primary facilities are the main construction of tourist attractions while the supporting facilities represent the secondary facilities and conditional facilities. The secondary facilities are facilities that serve tourist’s needs, such as accommodation, restaurants and shopping centres. The conditional facilities consist of infrastucture and public transportation. In the supporting facilities, accommodation is a key consideration for tourists (Inskeep, 1991). When tourists stay in certain areas, it is important to experience local people’s daily lives and their physical environment if an accommodation package is well planned. It will also help tourists have a better understanding of the culture in the tourism village, which integrate attractions, accommodations, and support facilities in a local life’s structure (Nuryanti, Wiendu, 1993).

Gubugklakah village, located in the eastern of Malang, Indonesia, is famous for its abundant natural resources and a wide variety of vegetables. It is also well-known for tourist attractions such as Coban Pelangi Waterfall, Apple Agrotourism, and Ndayung Adventure along the main road to the tourist center of Bromo Tengger Semeru National Park. To enrich the tourist activities along the main road to the tourist sites of Bromo Tengger Semeru Park, Lembaga Desa Wisata (LADESTA), there has been an initiative to develop tourist facilities to help Gubugklakah transfer its status from a traditional village to a tourism village. The purpose of this change is to increase local participation and develop a friendly village for tourists. This initiative was approved by the local government in 2011. In terms of the initiative, there have been significant changes in the landscape of Gubugklakah. More houses have been converted to homestays to make tourists feel the real life of the local community. Residential development located on the main street of Bromo Tengger Semeru also has undergone dramatic changes due to the spatial restructuring in this region. As a result, this study will focus on the spatial-temporal changes of Gubuglakah village and explore how the development of tourist facilities changed the status of Gubugklakah.

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(Re)constructing the Nation? Representations of Public Housing in School Geography Textbooks

Author/s:

Tricia Seow

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
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. 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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Index

Karina Lalchand Sheri

Authors List

Authors List

Mega Dams and Their Impacts On Downstream Sand Bar and Island Dynamics Along The Madeira River, Brazil

The Role of Geographical Investigations In Developing Students’ Cognitive Thinking

Sampling in Geographical Fieldwork Using GIS Techniques

Developing a Writing Framework to Guide Students’ Writing in Geography

Concepts as the Grammar of Geography: A Reflection

Radicalization of Geographical Education in Singapore through Powerful Knowledge and Powerful Pedagogy

The “rightful place” of Physical Geography in Singapore’s School Geography Curriculum

Disaster prevention literacies: Assessing the knowledge, skills and attitude of Taiwanese students for an earthquake disaster

Impacts of the development of tourist facilities on the transition of villages: A case study of Gubugklakah Village, Malang, Indonesia

(Re)constructing the Nation? Representations of Public Housing in School Geography Textbooks

HSSE Online

HSSE Online