Status of Fieldwork in the Geography Curriculum in Southeast Asia

Chuan, Goh Kim; Poh, Wong Poh

doi:10.1007/978-94-017-1552-2_6

Cited by 4 publications

(3 citation statements)

References 4 publications

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“…Both geography fieldwork and fieldtrips provide first-hand, direct experience of the real world, help promote active learning [15,19,[23][24][25][26][27][28], and offer relevant conceptual, cognitive, procedural, and social benefits to students [29]. Furthermore, well-integrated, course-aligned fieldwork and fieldtrips contribute to effective field teaching [12,15,30,31] and to the notion of a spiral curriculum by deepening understanding of class-based geographical features and concepts [32].…”

Section: The Fieldtrip As a Teaching Strategymentioning

confidence: 99%

A Proposal for Geography Competence Assessment in Geography Fieldtrips for Sustainable Education

Vega

2022

Sustainability

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The geography fieldtrip is a well-consolidated learning mode, but may become a procedural teaching strategy in geography. In geographical education, fieldtrips foster students’ overall knowledge-building processes to become world citizens, and thus to be fully committed to the Earth’s sustainability. Fieldtrips prepare students for applying and connecting knowledge in a real context. However, the geography fieldtrip may lack robust proposals on challenges and achievements that are clearly identified as assessable geographical geoabilities for competences. This paper offers a geography competence-oriented fieldtrip assessment framework. Project-based learning is chosen as the didactic approach, in which the fieldtrip project is built upon a real-world acute question of the students’ interest and choice, and solutions are reached following the enquiry learning method. The proposal brings cognitive domain (geographical thinking) and process (geospatial thinking) into alignment with geography and cross-cutting competences, corresponding geoabilities and geoskills, and learning outcomes in geography fieldtrips. The framework provides an assessment procedure (learning outcomes, tasks, and evidence) and tools (rubrics of evidence for learning outcomes) for fieldtrip geoskill assessment.

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Section: The Fieldtrip As a Teaching Strategymentioning

confidence: 99%

A Proposal for Geography Competence Assessment in Geography Fieldtrips for Sustainable Education

Vega

2022

Sustainability

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“…The social sciences are still developing in universities and colleges throughout Vietnam. As in the former Soviet Union (Mazurkiewicz, 1992; Clark and Michailova, 2004), there is a tendency in Vietnam for the positivist paradigm to dominate empirical research design and practice, as reflected in the bias towards ‘apolitical’ quantitative methods (Chuan and Poh, 2000). This means that questionnaires, surveys, and mapping are often preferred over semi‐structured interviews, oral histories, participant observation and participatory research methods.…”

Section: Research Culture In Transitionmentioning

confidence: 99%

Doing Fieldwork in Development Geography: Research Culture and Research Spaces in Vietnam

Scott

Miller

Lloyd

2006

Geographical Research

105

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Rapid socioeconomic and institutional changes in Vietnam since the early 1990s have opened up new geographical spaces for field research. Reflecting on the experiences of three doctoral student researchers engaged in distinct development geography fieldwork projects in Vietnam, this paper profiles some of the conditions and procedures for carrying out fieldwork in order to serve as a basis for comparison of changing ‘fieldwork possibilities’ in Vietnam and other developing and transitional socialist countries.

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“…An attempt to evaluate the anchoring of outdoor education in Czechia, Slovenia and Denmark was conducted byVlček et al (2016). Comparison with other countries has not yet been dealt with, but it is clear from a number of papers that some countries implement outdoor school education more often than in Czechia (seeBecker, Humberstone, & Schirp, 2018, for Great Britain; Karppinen, 2012, for Finland; Gray & Martin, 2012, for Australia;or Chuan & Poh, 2000, for Southeast Asia) and consider it an integral and irreplaceable part of the school curriculum. The vague way of anchoring outdoor education in the Czech curriculum is also reflected in the inconsistency of its definition and understanding of the forms of outdoor education that, in addition, in Czechia, by their goals and obsessions often do not correspond to the modem concept of outdoor education (in Czechia a walk and excursion are the most commonly used forms of outdoor education whereas in foreign curricula the dominant form is inquiry-based outdoor education).…”

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confidence: 99%

Outdoor Education in Geography: A specific Educational Strategy

Svobodová¹

2019

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The publication aims to promote outdoor education as a strong teaching strategy, to describe its links to the school curriculum, and to offer teachers a helping hand in developing the concept of outdoor education. All of this is based on exploring the benefits of outdoor education in teaching and promoting physical activity, which is a natural part of it. The first part of the book analyses how outdoor education is established in the Czech school curriculum, outlining the steps necessary for outdoor education to be implemented, in terms of preparation of both the teachers and pupils. This section also provides recommendations for the development of an outdoor education concept for elementary schools. The second part of the publication is devoted to outdoor education research conducted in cooperation with elementary school teachers, pupils of a model elementary school and their parents, are presented in detail.

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Status of Fieldwork in the Geography Curriculum in Southeast Asia

Cited by 4 publications

References 4 publications

A Proposal for Geography Competence Assessment in Geography Fieldtrips for Sustainable Education

A Proposal for Geography Competence Assessment in Geography Fieldtrips for Sustainable Education

Doing Fieldwork in Development Geography: Research Culture and Research Spaces in Vietnam

Outdoor Education in Geography: A specific Educational Strategy

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