Field-Based Inquiry as a Signature Pedagogy for Geography in Singapore

Tricia Seow · Julian Chang · Kim Neil Irvine

34 citations0/0 files storedJournal of Geography

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Geography Education and Pedagogy Science Education and Pedagogy Educator Training and Historical Pedagogy

Abstract

For school geography in Singapore, geographical inquiry is identified as a “signature pedagogy” (Shulman 2005a Shulman, L. S. 2005a. Pedagogies of uncertainty. Liberal Education 91 (2):18–25. [Google Scholar]) that can socialize students into the distinctive practices, concepts, and values of the discipline of geography. This article explores how field-based inquiry is applied across four secondary schools in Singapore to develop an understanding of teachers’ knowledge and practices of disciplined inquiry. We outline the practical challenges and opportunities involved in adopting inquiry as a signature pedagogy for school geography. The results suggest a need to develop teachers’ place-based knowledge and relevant scientific content knowledge to support the design of field-based learning experiences for students.

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1994Qualitative Data Analysis: An Expanded Sourcebook 1998Qualitative research and case study applications in education 1987Knowledge and Teaching:Foundations of the New Reform 1999Teaching For Quality Learning At University 2008Teaching for quality learning at university 2000Realism and Social Science 2005Signature pedagogies in the professions 2000Realism and social science

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