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2017 WCGTC Biennial World Conference

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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.

Author(s):

Roslinda Chan
roslinda.chan@rgs.edu.sg
Raffles Girls' School (Secondary)
Singapore

Roslinda Chan is a Geography teacher, who also served as the Level Coordinator in overseeing curriculum planning and review for the level in the Humanities Department. She has been teaching for over 10 years in secondary schools in Singapore and for 8 years in the Gifted and Talented programme.

 

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