Concept

From Classroom to the Field and Back: Understanding the Ways Fieldwork Empowers Geographic Learning

"Fieldwork is an integral part of learning Geography. Fieldwork has been widely used in both research and as pedagogic approaches as it provides a platform for students to understand their classroom content in a better way and help them to become real geographers. This article begins with understanding fieldwork in geography, touching its importance in contemporary human geography, and then describes the ways a one-day fieldwork was planned, prepared and performed in Singapore to understand human geography concepts. The fieldwork helped students experience concepts through everyday urban practices and apply geographic methods into practice. In the conclusion, students’ perspectives about what they learnt and the ways it complemented their classroom learning is discussed."

Historical Concepts and National Examinations: Have O-Level Structured-Essay Questions Encouraged the Teaching of Historical Concepts?

"The term ‘second-order historical concept’ pops up a lot these days in Singapore’s history education community. Concepts such as causation, significance, and evidence are increasingly being discussed in secondary schools across the island. These historical concepts “help students understand how historians work and how historical knowledge is constructed”, and they underpin history as a discipline (MOE, 2012). In this article I analyse Structured Essay Questions (SEQs) from past O-Level History Elective examinations to determine which historical concepts have traditionally been assessed in the summative national assessments. Based on this preliminary analysis, the article focuses on whether the examinations have encouraged the teaching of second-order historical concepts, and discusses possible ways forward for the assessment of these concepts."

“No One Icon”: Secondary Students’ Judgments of Significant Representations of Singapore

"This study was designed to explore how students in a secondary school make sense about the significance of different representations of Singapore, and to examine their ideas on what they conceived as icons of Singapore. The research was conducted in a premier all-girls’ school in Singapore. The data used in this study was derived from semi-structured interviews that included both a task requiring students to choose from among a set of thirty captioned images, and a set of questions designed to elicit their understanding of significant representations of Singapore."

Using Film in Historical Inquiry: As Medium, as Evidence, for Empathy

"Though often portrayed as a clichéd example of poor history pedagogy, there is now ample research and numerous models of best practice to support the use of film in an inquiry-based history curriculum. In this article I present best practice models and practical examples of using film as a medium to engage students in inquiry."

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An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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