Incorporating Mediated Learning Experience in Geography Lessons, pp. 8 of 9

Conclusion

The current inquiry-based learning approach is indeed a laudable attempt to shift away from didactic teaching to greater engagement and involvement of students in their learning process. However, as this research paper has highlighted, there could be more intentional mediation of the development of cognitive functions and more emphasis placed on the affective dimensions of learning. Therefore, MLE was brought in to address the areas of improvement identified in the current pedagogical approach. This research paper thus puts forth a broad conceptualization of how MLE principles could underpin the inquiry-based learning approach in geography lessons. A specific lesson plan and its accompanying resources have also been provided in appendices B–E to illustrate how a geography lesson infused with MLE principles might be implemented in reality, thus concretizing the proposed broad conceptualization. 

With its theoretical underpinnings of MLE, this paper offers a different lens to view the teaching of geography. This new lens now looks upon the role of the teacher as an active facilitator whereby the development of cognitive functions occurs due to teacher’s intentional facilitation of stimuli in the learning environment. Additionally, the intentional nature of the mediation process inevitably implies that every aspect of the lesson is used and facilitated by the teacher to bring about the development of cognitive functions. Hence, this implies that the design of the lesson (activities and resources) and the mediation process (interaction between teacher and students) have to be deliberately planned for the desired cognitive functions to be enhanced in students.

Although MLE has been gaining traction in Singapore, there have been very few studies to date detailing how MLE may be applied and used during geography lessons. Therefore, this conceptualization is still in its beginning stages and moving forward, empirical studies could be conducted to ascertain if MLE is indeed able to value add to the teaching of geography in the classroom setting. Subsequently, empirical studies which have been carried out could be useful to inform and improve the initial conceptualization that has been proposed by this research paper.

This research was undertaken as an Undergraduate Research on Campus project at NTU. Supervised by Dr. Chua Bee Leng

Related Teaching Materials

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Annex299.66 KB

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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