How High’s the Water, Mama? A Reflection on Water Resource Education in Singapore, pp. 16 of 33

Fieldwork in both human and physical geography content classes has always been emphasized in the programme at NIE, but since 2012 and the addition of three new content faculty, these efforts have been bolstered to the point that nearly every class includes at least one field exercise. Several of the curriculum studies classes (e.g. QCG524; ACG421) also focus on how to effectively teach in, and about, the field. Not surprisingly, many of the physical geography classes have a fieldwork component that focuses on water, either in relation to geomorphological processes, urban and rural ecosystem assessments, or water quality evaluations (Figures 3 and 4).

As noted previously, AAG401 also requires the students to conduct fieldwork in an overseas setting. Class size is such that two sections are offered and led by two different faculty, one focusing primarily on human geography and the other focusing primarily on physical geography. In this sense, students will specialise in either human or physical geography, but in both sections, elements of physical and human geography are explored, with differing emphasis. Certainly, the theme of water has become a strong focus for both the human and physical geography trips in past years (Figures 5 and 6).  

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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