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Concepts as the Grammar of Geography: A Reflection

Leave a Comment / Geographical Concepts, Junior College, Secondary School, Teaching geography , Volume 4, Issue 1 2015 /

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” […]

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

Leave a Comment / Geographical Concepts, Junior College, Secondary School, Volume 4, Issue 1 2015 /

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

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

Leave a Comment / Citizenship Education , Junior College, Physical Geography Education, Secondary School, Volume 4, Issue 1 2015 /

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

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

Leave a Comment / Junior College, Physical Geography Education, Secondary School, Volume 4, Issue 1 2015 /

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

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

Leave a Comment / Junior College, Secondary School, Spatial Analysis; Tourist Facilities; Tourism Village; Transition, Volume 4, Issue 1 2015 /

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

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Why Singapore Succeeded: Applying the Acemoglu and Robinson-Sachs Debate

Leave a Comment / History, History of Singapore's Growth, History of Singapore's Growth, Junior College, Secondary School, Volume 4, Issue 2 2015 /

Goh Chor Boon (National Institute of Education, Singapore) Keywords History Junior College Secondary School History of Singapore’s growth Why are some nations rich and some poor? Who are the winners and losers of colonialism and why? These questions have recently gained much attention, not only amongst historians but also economists who are now looking into global

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Review Essay Of “Jacques de Coutre’s And Matelieff’s Singapore and Johor”: Exploring Sources On Pre-Modern History of Singapore

Leave a Comment / History, History of Singapore and Malaya, History of Singapore Before Raffles' Coming, History Of Singapore Before Raffles' Coming, Junior College, Secondary School, Volume 4, Issue 2 2015 /

Teddy Sim Y.H. (National Institute of Education (Singapore)) Keywords History Junior College Secondary School History of Singapore before Raffles’ coming Brief survey of the field The education and awareness of the pre-Rafflesian Singapore history has seen much progress since the turn of the millennium. First, there is the publication of Early Singapore 1300-1819: evidence in maps, text

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Anxieties Over Singapore Students’ Conceptions About History and The Past

Leave a Comment / Approaches to Teaching History, History, Junior College, Secondary School, Volume 4, Issue 2 2015 /

Suhaimi Afandi (National Institute of Education, Singapore) Mark Baildon (National Institute of Education (Singapore)) Keywords History Junior College Secondary School Approaches to teaching history Understanding history can be an intellectually challenging task for many students in schools. It requires students to contemplate issues, events and people who had lived in the distant past and who are often

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The Phasing-Out Of Venice In The Social Studies Curriculum: No More Lessons To Be Learnt?

Leave a Comment / Learning Lessons History, Learning Lessons in History, Secondary School, Social Studies, Survival of Venice, Survival Venice, Volume 4, Issue 2 2015 /

Teddy Sim Y.H. (National Institute of Education (Singapore)) Keywords Social Studies Secondary School Survival Of Venice Learning Lessons In History The Problem The notion of linking Venice to Singapore is not new. As Singapore reaches 50 years old, books have appeared to question the city-state’s survival or its next phase. In the social studies textbook of

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Economic Pragmatism and the ‘Schooling’ of Girls in Singapore

Leave a Comment / History, History of Education, Junior College, Secondary School, Social Studies, Volume 4, Issue 2 2015 /

Kho Ee Moi (National Institute of Education, Singapore) Keywords Social Studies History Junior College Secondary School History of Education Introduction Women in Singapore today are considered by many to be modern, liberated and progressive.  They have been accorded many opportunities for education and employment since the 1960s and appear to have made great strides in many

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