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2.11.8 Learning through geographical field inquiry for high-ability learners
Research supports the use of inquiry as an instructional approach for students of high ability (VanTassel-Baska, J., 2003). The infusion of fieldwork into the Geographical Inquiry approach helps high ability learners to understand advance and complex concepts better. In the Geography curriculum in an all-girls secondary school, deliberately planned fieldwork during and outside school curriculum time encourage critical inquiry, concept-based learning, as well as develop citizenship values. This presentation highlights how fieldwork is effective in creating a learning environment that is critical in achieving the key learning outcomes. Post-trip reflections have revealed that students’ learning has improved.