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ProceedingsIGU-CGESingaporeConference2016,14–16August

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Proceedingsofabstractsandselectedpapers


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TableofContentsTableofContents 2

KeynoteAddresses EnvironmentalEducationthatMatters

LeoTan 5DifferentRealitiesDifferentLivedLives:GeographyMattersMoreandMore

MargaretRobertson 5

ConcurrentSessionPapers,SpecialPanelPapers,WorkshopsandRoundtableDiscussionpapers IssuesandResearchinGeographyEducation

DesignResearchonFuturesEducationinSchoolGeography IrisPauwandJoopvanderSchee 6

Changes,InnovativenessandGeographyEducationinanEver-alteringWorld IngaGryl 7

SpatialisingCitationsWithinandBetweenGeographyEducationJournals,2009-2015 DonaldAlbert,ThomasGerrishandSamuelAdu-Prah 8

ImprovingAssessmentinGeography KenPurnell 9

EmpoweringStudentstolearnGeography StudentVoice:MakingClassroomGeographyInteresting

GillianKidman 9BeyondtheFormalCurriculum:ACross-disciplinaryApproachtoEnhancetheStudyandInterestofGeographyinaSingaporeClassroom

FaisalAman 10TheImpactsofGIS-BasedTeachingModuleonUnderachievingStudents’AchievementinGeography

SoonSinghBikarSingh,Dg.NorizahAgKifleeDzulkiffli,ColoniusAtangandRosleeTalip 11Enquiry-BasedLearningandGeographyPublicExaminationsInEngland:DifferentRepresentationsOfEnquiryAndTheirPotentialForStudentEmpowerment

MargaretRoberts 12COPIn.Don’tCopOut!BringingCOP21totheClassroom

XinYingWong 13HowGeographyisTaughtandLearnedAroundtheWorld

InquiryBasedLearninginGeography:HowisitinCzechia? VeronikaFikarováandDanaŘezníčková 14

TheWorldviewofJapaneseandIrishSecondLevelStudents.WhatIsIt?HowmightItbeDeveloped? TakashiShimuraandShelaghWaddington 14

ConstructingtheUseofAutomaticWeatherStationinSingaporeSchools:Sensors,DataLoggerandInternetofThingsintheTeachingandLearningofGeographyinthe21stCentury

GeraldineChongLiHoon,AliceYeoAiLee,StephanieChewLiLingandJanMakWenLing 15TheAsahikawaChildren’sEnvironmentalMapContestandEnvironmentalMappingActivity

HyunjinKim 16Culture,IdentityandCitizenship

GeospatialCitizenship RobertBednarzandSarahBednarz 17

GeographyandMusic-EnhancingCulturalApproachestoPeopleandPlacesinValuesEducation ChristianeMeyer 18

InternationalandCulturalUnderstanding:ThePathwayLeadingtoGeographyEducation JosephStoltmanandNormanGraves 19

Knowledge,Preparedness,andPerspectivesofK-12GeographyEducatorsinCanada LynnMoormanandChantalDery 19

ResearchingandWritingaboutGeographyEducation SarahBednarzandRobertBednarz 20

Dilemma-basedLearning:InfusingandIntegratingSocial,EmotionalandThinkingSkillsintotheClassroom

WaiLingOng 20


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FacilitatingInquiryBasedLearning AnInquiringMindset:InvestigatingtheSignificanceoftheTeacherinGeographicInquiry JeanaKriewaldt,GillianKidmanandNiranjanCasinader. 21

InitiatingaGeographicalInquiry-TheNatureofQuestioningthatInitiatesanInquiry GillianKidman,NiranjanCasinaderandJeanaKriewaldt 22

‘IntelligenceintheWild’-FieldworkastheHeartofGeographicalInquiry NiranjanCasinader,JeanaKriewaldtandGillianKidman 23

WaysofKnowing:FindingOutwhatOurStudentsalreadyKnow,NeedtoKnowandWanttoKnowaboutGeography,UsingNominalGroupTechnique

EmmaTill 24Puttingthe‘C’BackinGeography:DeconstructingGeographicalKnowledgetoTeachforConceptualUnderstanding

ElaineTohandPuayYinLim 25GeoCapabilities:DevelopingTeachersasCurriculumLeaders(Workshop)

MichaelSolem 25AssessmentinGeography

FromEvaluationsDemandedinGeographytoNecessaryEvaluations.ThePortugueseCaseFelisbelaMartins 26AlternativeAssessment(PerformanceTask)inGeography SheauYangYak-Foo. 27

MakingTimeandSpaceforLearningthroughContinualAssessment KamaliniRamdas 27

AdvancedPlacementHumanGeography:CurriculumandAssessment DonaldZeigler 28

LearningGeographyBeyondtheTraditionalClassroom BeginningTeachers’ConceptionsofFieldworkinGeographyinSingapore

IvyTanandQiuFenJadeChen. 28GeographicEducation3.0:TheCompetency-BasedInstructionalDesignbyStrengtheningtheConnectionsamong"Human-Machine","Human-Human",and"Human-Environment" Che-MingChen. 29DevelopmentandEvaluationofanAdaptiveOnlineLearningEnvironmentfortheApplicationofRemoteSensinginSchools-ExperiencesandPreliminaryResearchResultsoftheSpace4GeographyProject

KathrinViehrig,VeraFuchsgruber,GuidoRiembauer,NilsWolfandAlexanderSiegmund. 30GISasanEmergingTechnologicalToolinSchoolGeographyTeachinginIndia:ConstraintsandConcerns

ThiruvadanthaiGeetha 31SubjectMatterandCurriculumMaking

FieldworkinaSocialFlashpointwithStudents-DevelopmentofaMulti-perspectiveRevitalisationConcept

RainerMehrenandJanisFoegele. 31ResourceConflictsandDevelopmentasSubjectSpecificKnowledgeinFranceandGerman

MatthiasKowasch 32CurriculumMapping-ATeacher-practitioner'sPointofView

EdwinChew,AzizahAbdulRahim,WongHengYee,JasminMariyaMadasamyandAlicePoh 33WhatGeographyisMadeOf:AnInternationalComparisonofSubject-specificKnowledgeinGeographyCurricula

PéterBagoly-Simó 34CurriculumandPedagogythatmatters

PedagogythatMatters:EmpoweringLearnersthroughGeography ClareBrooks 34

CriticalThinkinginGeographyCurriculum–ADiscourseStudyofSingapore’sUpperSecondaryGeographyTextbook

SingEeLim 35ChangesinPupils'MapSkillsinLowerandUpperSecondarySchools:ACaseStudyofCzechia

MartinHanus,MiroslavMarada,DanaŘezníčková,TerezaKocovaandVeronikaFikarová 36EnvironmentalEducation

EducationforSustainabilityinthePortugueseGeographyCurriculum:AnEpistemologicalEvaluation FernandoAlexandre 37


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ESDLessonstoRaiseAwarenessofSocialParticipationinaJapaneseElementarySchool ShigefumiNagata 38

TeachingaboutClimateChangeforEnvironmentalCitizenship Li-ChingHoandTriciaSeow 39

SupportingGeographyTeacherProfessionalism SupportingTeachersinGeographyLiteracy:NewParadigminTeacherIdentity

CarolineHoandVijayaRaniNadarajah 39StrengtheningTransformativeEnvironmentalLearningthroughGeographyTeacherEducation:TheCaseoftheFundisaforChangeProgrammeinSouthAfrica

DiWilmot 41IsthereaGeographicalGene?ExploringTeachers’GeographicalIdentities

EmmaTill 42ALessonStudyonUsingRefutationInstructionforClimateChangeEducationinaGeographyClassroom

Chew-HungChangandLibertyPascua 43TechnologyandGeographyEducation

LearningGeographywithGeospatialTechnologies:TheDigitalAtlasforSchoolEducation RafaeldeMiguelGonzález 43

GeographyEducationwithGeospatialTechnologiesinIndianSchools–CurrentContextandFutureOpportunities

AparnaPandey 44Web-basedGIS:InnovationsintheChangingLandscapeofGISinGeographyTeacherEducation

MaryFargher 45WhatTypeofICT-enabledLessonsforaGeographythatMatters?

WaterQualityGIwithArcGISOnline:WhatistheQualityoftheUluPandanWaterway? DarrenTay 45

GIS-facilitatedInquiryinTourism:EffectonStudents’AwarenessofScale VictorChia 45

SchoolLeadershipandTeachers’ComfortinUsingICT:TheCaseofLower-SecondaryGeographyEducationinSingapore

NoahZhang 46ThePotentialRolesofCitizenScienceandSmartphoneAppsinGeographicalandEnvironmentalEducation

PaulGoldschagg 46GettingPublishedwithIRGEE–AWorkshopforEarlyCareerResearchersandGraduateStudents

IRGEEandTaylor&Francis 47RoundtablePapers

GeographicalLiteracy EdwinChewandAliHaikalKhalidMuhammad 47

GeographyandEvaluation:VoicesoftheStudentsintheClassroom FelisbelaMartins 48

GILearner:DevelopingaLearningLineonGIScienceinEducation LucZwartjes 48

Geography,Fear,andtheCity:ExploringGeographiesofFearintheClassroom LaurenHammond 50

MakingofChildren'sAtlas PrasadGogate 51

IndexofAuthors 52


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KeynoteAddresses

EnvironmentalEducationthatMattersLeoTanNationalUniversityofSingapore

Abstract:OneofthekeyoutcomesoftheParisClimateChangeConferenceinDecember2015,wasaresolution for countries, whether developed or developing, to report regularly on theiremissions and implementation efforts, and undergo international review. While theseinternational accords are important in guiding countries to take action for environmentalproblemssuchasclimatechange,afundamentalchallengeforeducatorslikeusistothinkofhowbestwecanengageyoungpeoplefortheircommonenvironmentalfuture.Thereareplentyofstudiesinenvironmentaleducationthathighlightthelackofactiononthepartoflearnerseventhoughtheyhavesufficientexposureandaccesstoenvironmentalknowledge.Inmy experience as a scientist and as an educator, I have often thought about howourchildrenwholiveinurbanconcretejunglesdonotevenhaveaccesstotheirnaturalheritage.Itisnowonderthatchildrenareunabletorelatetoactivitiesthatwouldhelpconservetheirnaturalenvironment.TheLeeKongChianNaturalHistoryMuseum(LKCNHM)wassetuptoprovide people with the opportunities to learn about their environmental history with aviewtoengagetheirfuture.Asaninstitution,itaddstothespectrumofformal,semi-formalandinformaleducationsettingsof learningaboutournaturalhistory.Thistalkwill includethe thinking behind the setting up of the LKCNHM, and the implications it presents forenvironmentaleducation.

DifferentRealitiesDifferentLivedLives:GeographyMattersMoreandMoreMargaretRobertsonLaTrobeUniversity

Abstract:Back to thepastor forward to the futuremappingwill alwaysguidedecisions. Foryoungpeople, this raises the stakes in favour of learningmore about how the world dynamicsoperate.Youcan’tdothiswithoutafoundationalunderstandingofgeography.Asagenciesin their respective curriculum contexts strive to build bridges between geographicalconstructs, traditional knowledge and futures oriented thinking, the issue of learningprogression andwhat thismeans, can be problematic. The question iswhether our ‘old’waysofthinkingarerelevantfor‘new’waysofknowingingeography.Debatesabouttopics,important though theyare,willnotmakegeography relevant.Howwecreatesustainablesocialcommunitiesforthefutureforcesustoreviewtheconductofourrelationshipswitheachother,ourfamilies,friends,neighboursandcommunities.Liveabilityinurbanculturesrelies on strong social ties and geographical education can play a strong role in thattransformativeprocess.


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ConcurrentSessionPapers,SpecialPanelPapers,WorkshopsandRoundtableDiscussionpapers

IssuesandResearchinGeographyEducation

DesignResearchonFuturesEducationinSchoolGeographyIrisPauwandJoopvanderScheeSecondaryGeographyeducationintheNetherlandsdoesnotpaysufficientattentiontothefutureofgeographicalissues.Andincasesinwhichthefutureisatopicinschoolbooks,itmostly concerns a highly problematic future that does not empower students. This is amissed opportunity, given the urgency of futures in society in general, expressed forexampleintheinitiativesforthedevelopmentof21stcenturyskillsineducation.Geography,as the subject integrating the physical and human world, includes not only these skillsneeded for new times, but also and more importantly the content, among whichsustainabilityissues.ThismakesGeographyfittobringaboutfutureseducationasdescribedinthetheoreticalunderpinningandpracticalapproachesbyDavidHicks,RichardSlaughterandmanyothers.Inthisstudy,thedesignanddevelopmentofageographicalfutureseducationlessonseriesare described and its effectiveness is evaluated: how can the characteristics of futureseducationbetranslatedintoeffectiveGeographylessons?Thetwofoldyieldoftheresearchisapracticalproductforgeographicalfutureseducationandacontributiontotheoryintheformofsystematicallystudied,re-usabledesignprinciplesforthistypeoffutureseducationinwhichpowerfulknowledge,creativegeographicalimaginationandmoralevaluationhaveaprominentrole.Throughdesign cyclesof testingandevaluation, aprototype lesson serieswasdevelopedandimproved.Centraltopicoftheserieswas‘thecityofthefuture’,athemewhichispartof the Geography curriculum. Major concepts of the series are: continuity and change,interdependency,trendanalysis,scenariodevelopmentandmoralevaluation.Thedesigningwas done in cooperation with experts in relevant fields (Geography, teaching and thecreative industry) and practitioners in schools, both teachers and students. A first designwastestedinaclassonitspedagogicalfeasibilityandevaluatedbystudents.Afterthat,thedesignwasimprovedintermsofbothitsgeographicalandpedagogicalconceptualstructure.A seconddesignwasdiscussedwithexperts in interviewsand inamultidisciplinarypanelevaluation.After alterationshadbeenmade, a second test tookplace inwhich the focuswas on learning outcomes and on identifying and explicating essential teacher behavior.Again,thedesignwasimprovedandtheteachersactinginthethirdtest,whereupforehandeducatedintermsofcontentandtrainedinpedagogy.Theresultsofthisthirdandlasttest,withfourclassesfromdifferentschools,gavemoreclarityonthestrengthsandweaknessesof this way of working on futures education in Geography. In our presentation at theconference, we would like to discuss these strengths and weaknesses and theirconsequencesintermsofdesignprinciples.


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Keywords:DesignResearch,FuturesEducation,Scenarios,PowerfulKnowledge,Creativity,MoralEvaluation

Changes,InnovativenessandGeographyEducationinanEver-alteringWorldIngaGrylSpaces of everyday life are under permanent change,worldwide. They are attachedwithmeaning by direct and mediated communication, appropriated by subjects, sociallyconstructedbygroupsandsocieties,modifiedbymaterialhumanartefactsandbynaturalprocesses.Amongallthis,spatialplanningastheintendedalterationofspacesandascoredomainof thesubjectofGeographyaimsatexplicitly consciouschanges.Spatialplanningtherefore,mightbethepointwherehumanscaninfluencechanges,canbeinnovativeandtherewith can improve the everyday spaces of their own and others’ lives. The ability tocreateandreflectinnovationsandtoco-createsocietyisknownasinnovativeness(Jekeletal.2015),andseemstobeanimportantstartingpointtoenablethesubjecttoanactiverolewithinspatialdecisionmakingprocesses.Duetoitsinterdisciplinarity,itsstronglinkagestoeveryday life and to society, geography educationdisplays itself as an important learningenvironmenttoteachinnovativeness.However,comprehensivetheoreticalandempirically-supportedworkon innovationhassofarbeenfocusingonasocietal (macro-)perspective(cf.Moldaschl2007),whilethepositionofthesubjecthasbeenfarlessstudied.Additionally,the root word of innovativeness, innovation, is a fuzzy term, basing on numerous (anddiffering) disciplinary definitions and unfunded ‘buzz word’ usage alike. In general,innovationcanbeseenastheprocessoftheproductionofthenew,includingreflectionoftheexisting,thecreativeact,andthesocietal implementation(Gryl,2013).Furtheringtheenablementof students to innovativeness inGeographyeducationrequiresanelaborateddefinition of innovation beyond this lowest common denominator. Therefore, thispresentation will review several approaches of innovation from different domains fromtechnology to sociology, in order to provide a sound term for the field of Geography(education).Thisdiscussionalsoallowstoidentifyandcriticallydiscusspotentialparadoxeslikethecontradictionbetweentheunpredictabilityofinnovationandtheeducationalaimofinnovativeness, while providing guidance for teaching. Furthermore, specific and newlydeveloped options for an education for innovativeness in the Geography classroom arepresented, which link critical and reflexive approaches in pedagogy, creativity methods,(geographical)planningscenarios,andcitizenshipeducation. Insum,theyshallprovideanaddedvalueforlearningandteachingGeography,andforsurvivinginandshapingtheever-changingworld,society,andtheirspaces.Keywords: Geography Education, Innovation, Innovativeness, Creativity, Making of Geographies, SpatialPlanningReferences

• Gryl, I. (2013). Alles neu – Innovation durch Geographie und GW-Unterricht? GW-Unterricht 2013(131),16-27.

• Jekel, T., Ferber, N. & Stuppacher, K. (2015). Innovation vs. Innovativeness: Do we support ourstudentstoreinventtheworld?GI_Forum1,373-381.


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• Moldaschl,M.(2007).Institutionalreflexivity.Aninstitutionalapproachtomeasureinnovativenessoffirms. Papers and preprints of the department of innovation research and substainable resourcemanagement(BWLIX),ChemnitzUniversityofTechnology2010(8),1-12.

Spatialising Citations Within and Between Geography Education Journals, 2009-2015DonaldAlbert,ThomasGerrishandSamuelAdu-PrahThis paper examined the flow of 713 citable documents emanating from ten Geographyeducation journals from 2009-2011. The citations generated from these articles weretrackedwithin andbetween these journals from2009 through 2015.Our searches found1,067citations,oranaverageof1.5citationsperarticle,duringtheseven-yeartimeframe.Self-citations, however, comprised 66.4% (708) of all citations indicating scholarship wascyclingwithinthesamejournal.Theremaining33.6%(359)ofthecitationsfilteredoutintoother Geography education journals and were analyzed for patterns of exchange. Theexchangeofcitationssenttoandreceivedfromthesejournalswerespatializedtovisualizenode and linkage relationships. Three of the ten journals acquired “splash” status forsending 60 or more citations to other journals, from highest to lowest these were theJournalofGeographyinHigherEducation(86),InternationalResearchinGeographicalandEnvironmentalResearch(74),andJournalofGeography(70).Thesesamepublicationshadthe highest percentage of self-cites with 85.7% (JGHR), 79.8% (IRGEE), and 48.0% (JG);notwithstandingthepropensitytoself-cite,thesejournalsweredominantnodeswithinthenetwork. The greatest citation flow was between the Journal of Geography in HigherEducation and Journal of Geography with the former sending 30 more citations thanreceiving.However,theInternationalResearchinGeographicalandEnvironmentalResearchwhileexchangingfewercitationshadanequalnumberofbidirectionallinks(7)asJGHE.TheJournal of Geography, Geography, and Geographical Education each had six bidirectionallinks,butonlytheJournalofGeographyoperatedatthesplash-level(60ormorecitations)of citationactivity. FocusonGeography,TheGeographyTeacher, andPrimaryGeographyweremarginalverticessendinglessthan10citationseach.Thesejournalsareeitherinfluxorhavemitigatingcircumstancesthatexplicatetheirmarginalsituations.Forexample,theAmerican Geographical Society recently announced it is ceasing publication of Focus onGeography;TheGeographyTeacher,whilefoundedin2004,onlycameunderthetutelageof the National Council of Geographic Education around 2010; and Primary Geographycaters to teachingprofessionalsat theprimarygrades,andarguablypublishes lesscitabledocuments.Up-and-comingjournalssuchastheEuropeanJournalofGeographyandReviewofInternationalGeographicalEducationOnlineshouldassumeapresenceonthenetworkinthe foreseeable future as these become established venues. Finally, the 30 most citedarticleswithinthenetworkwereclassifiedandevaluatedaccordingtoaresearchtypologyproposed forGeographyeducation.The resultshereinprovideactive scholars insight intoresearchtrendsandthoughtfuljournalselectionwiththecaveatthatsuchknowledgemightincrease the acceptance of manuscript submissions and after publication generate morerapiddissemination,higherimpact,andgreatervisibility.Keywords:GeographyEducationJournals,Citations,Publication


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ImprovingAssessmentinGeographyKenPurnellSchool based, externally moderated assessment has been used in Queensland, Australiasince1972and is regardedas thebestof its type in theworld.Notwithstanding this, theGovernment requested that the Australian Council for Educational Research review thesystem.Thispeakandworldrenownedindependentbodyinassessmentprovideditsreportin2014andwecommencethenewsystemin2018.Muchworkisunderwaynow.Thenewsystem continues to value teachers at the heart of assessment and judging studentachievementsastheyaretheoneswhoworkclosestwiththestudentsandareinthebestposition todo that: Butwithmajormodifications. These include revitalising school basedassessment for Years 11 and 12, creating new external assessment and redevelopingcurriculumthatisalignedtothenewnationalcurriculum–includingGeography.Best-practice ideas generated from this current work and research are examined withconsiderationgiventothepotentialimplicationsforotherjurisdictionsandallyearlevels:K-12.Keymessagesaddressedinthesessionare:

• alignmentofcurriculumwithstudentlearningexperienceandassessment;• accrediting reviewers to enhance their capacity to implement assessment and

moderationprocesses;• endorsingschoolbasedassessmentsandtheirmarkingschemesbeforestudentsdo

theminschools;• developingqualityexternalassessmentsthataresetandmarkedbythecurriculum

andassessmentauthority;and• calibratingmarkerjudgmentstoensurethefaithfulapplicationofmarkingschemes.

ThisnewworldclasssystemhaspotentialimplicationsforbestpracticeonhowGeographyteachers are involved in curriculum development, design assessments and evidencestandardsofachievementinstudentwork.Keywords:Assessment,Marker,Calibration,Curriculum,MarkingSchemes,Standards,AccreditedReviewers,SchoolBasedAssessment,ExternalAssessment

EmpoweringStudentstolearnGeography

StudentVoice:MakingClassroomGeographyInterestingGillianKidman‘Environmentalchange’isathemethatpervadesGeographytextbooks,academicjournals,contemporarymediaand indeedmanyparliamentarydebates.Globalwarming ispossiblythe subtopicofmost importance toournaturalandculturalenvironments–yethaveweactuallyaskedtoday’sstudents/tomorrow’s leaderswhat theywant toknowaboutglobalwarmingandenvironmentalchange?There isampleevidence indicatingthatstudentsarerarelyaskedaboutwhattheywanttoappearintheircurriculum,butwhentheyareasked,the students readily identify topics of personal relevance with a hands-on component(Kidman, 2009), they want topics that are curiosity-based and not knowledge based.‘Student voice’, according to Jenkins (2006) has had very little impact on pedagogy andcurriculum, as students are generally perceived not to be able to make informed


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judgementsonwhatshouldbetaught inschools. Interestingly,studentsareawareof thisperception:

Itdoesn’t reallymatterwhatyouwant.Someoneelsewill tellyouwhatyouneed,andifyoudon’tagreewithhimitonlyshowsthatyouarenotqualifiedtodecideforyourself…Someoneelsetellsyouwhentolearn,whattolearnandhowtolearn,butyourowninterestsarecalled‘awasteoftime’(Idan,2009,p.6).

This paper draws on data from a larger study that gave voice to 200 students studyingGeography during their 2 years of post-compulsory education, and their teachers. Aquestionnaire of 35 statements explored students’ interest in a variety of key ideascommonly found in Geography curriculum documents, using a 5-point Likert scale.Interviews and focus/groupdiscussionswere also used to increase reliability and validity.Theanalysis of thequestionnaire followedSkamp,Boyes andStanisstreet’s (2004)WholeGroupMeanScore.Thisanalysisallowedforthegenerationofarankedorderoftopicsaswell as a graphic representation from which zones of High Interest, Low Interest, andAmbivalencewereclearlyevident.Thecentralissuethatthispaperaddressesisthatthereisamismatchinthekeyideasthatstudents find interesting, and those that their teachers find interesting. For example, amajor interest fortheteachers is inthe impactofgeneticmodification(GM)cropsontheenvironment and health taught through media article analysis, however the studentsindicatetheyhavemajorinterestsintheGMmechanisms(manipulationandappearanceofDNA), and processes (vectors allowing GM cross pollination) that could be taught via aproblem solving theoretical inquiry “wherewe could plot the spread onmaps andmakepredictions”. The paper concludes with a discussion of the immediate and longer termimplicationsofthisteacherandstudentmismatch.Itispostulatedthatabetterfitbetweencurriculum and students’ interests could lead to improved cognitive and affectivegeographicallearningoutcomes,aswellasanincreaseinGeographyenrolments.Keywords:StudentVoice,InterestingCurriculum,Questionnaire

BeyondtheFormalCurriculum:ACross-disciplinaryApproachtoEnhancetheStudyandInterestofGeographyinaSingaporeClassroomFaisalAmanThis paper reflects on an educator’s journey and his negotiations outside the formalGeographycurriculum.ThegeneralaimistoenhancetheappreciationandunderstandingofGeographythroughtheuseofanothersubject,Literature.ThepaperbeginsbyrevisitingtheissuesofdecreasingnumbersofGeographystudents inSingapore (Chang,2013)andhowsuchphenomenoniscontextualizedinitsinstitution.Chang’s(2013)reviewoftopicsacrosstheschoolGeographycurriculaalsorevealsa limitedscopetowhat isbeingtaught intheclassroomsbyGeography teachers. Inviewof these limitations, theSingaporeGeographyeducatorhastofindcreativeavenuestoenticepotentialgeographystudentstoselectthesubjectatGrades7and8.Across-disciplinaryapproachisutilizedtoengagestudentsandintroducethemtopowerfulknowledgeandusefulgeographicalskillsthatareapplicabletotheireveryday lives. The reflectivepiecehighlights thebarriers thatGeographyeducatorsmay encounter. It includes convincing and addressing middle-managers’ (seen as


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administrators and gate-keepers) concerns of aligning two seemingly different curriculaaims and outcomes as well as operationalizing a cross-discipline approach across thedifferentclasses.Thepapersubsequentlyillustrateshowpostcolonialliteratureparticularlypoetrycouldbetaughtbyexploringandtappingonstudents’GeographicalImaginationsofhistorical sites that are mapped along the Singapore River. It recommends a range ofteachingactivitiesthatcontainvisualandspatialelementsthatarecomplementarytothetwodisciplines.Furthermore,thecross-disciplinaryapproachintheabove-mentionedcasestudyattemptstosensitizestudentstoplacesofexperience.Thepaperhopestocontributeto the debate on Young’s (2010) conceptualization of powerful knowledge and pedagogywherehearguesthatcurriculumshould“takepupilsbeyondtheirexperienceinwaysthattheywouldbeunlikely tohaveaccess toathome” (Young,2010,p.24).Thepaperagreeswith Robert’s (2014) observation that there is a “need to know much more about thepedagogies thatwouldmake such knowledge accessible andmeaningful for all students”(Roberts, 2014, p.205). Therefore, the paper proposes that the potential power ofknowledge can perhaps bematerialized through the active agency of educatorswho areempowered. TheseagentsofchangeshouldthenbeproactiveandcreativeinrespondingandmovingtheobjectivesofGeographicaleducationatstrategictimes,traversingbeyonditsownformalcurriculumforitsownsurvival.Keywords:Cross-Disciplinary,FormalCurriculum,Pedagogy,PowerfulKnowledge,GeographicalEducation

The Impacts of GIS-Based Teaching Module on Underachieving Students’AchievementinGeographySoonSinghBikarSingh,Dg.NorizahAgKifleeDzulkiffli,ColoniusAtangandRosleeTalipIn 1988, Malaysia Ministry of Education introduced the integrated secondary schoolcurriculumasacontinuationofcurriculumchangesinitiallyintroducedintheprimaryschool.These changes have impacted the profile of Geography in the secondary school, withGeography becoming a compulsory subject at the lower secondary school level and anelectivesubjectattheuppersecondaryschoollevel.Asaresult,fewerschoolsinMalaysianowofferGeographyattheupperlevel.In1999,theMinistryofEducationalsoestablishedthe Smart School Program, which emphasizes the use of the technology tools as animportant aid in learning and teaching.While there is potential to usenew technologicaltools such as Geography Information Systems (GIS) in Geography, which has beendemonstrated in other countries to enhance students’ achievement in Geography, theintegration of ICT has been prioritized in Science,Mathematics, and English only. Recentstudies indicate that the number of students electing to study Geography in Malaysianupper secondary schools,and their levelofachievement in thesubject,hasdeclined.Themainfactorappearstobealackofmotivationanddifficultyinunderstandingthecontentofthe topic taught in the classroom. Yet there has been little research into the impact ofinstructional methods on Geography students’ learning outcomes. This study applies aconcurrent triangulation mixed method model to determine the effect of GeographyInformationSystems(GIS)basedteachingmoduleonunderachievingstudents’achievementin Geography. The quantitative data collected through a quasi-experimental designwhilethe qualitative data collected through classroom observation, students, and Geographyteachers’interviews.Thetreatmentgroupsincluded44studentsandcontrolgroupwith40


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students.Forthetreatmentgroup,aunitonthetypeanddistributionofworldvegetationwas givenwith eightGIS-based lessonmaterials. For the control group, the same subjectmatter was presented using the conventional-based lesson. The quantitative analysisreveals that the experiment group student participants’ achievement mean score wassignificantly higher than of the control group student participants’. The classroomobservationsand studentand teacherparticipants’ interviewsconsistently show thatGIS-basedteachingmoduleenhancesstudentparticipants’achievementmore thantraditionalteaching methods. In addition, the findings also indicate that learning motivation in GISbased teaching module positively affects the student participants’ achievement. Overall,these results suggest that GIS based teaching stimulate student participants to adoptmultipleformsoflearningskillsinlearningGeography,whichresultsinanimprovementoftheirlearningachievements.Keywords:GIS-BasedTeachingModule,Underachievers,Achievements,MixedMethod

Enquiry-Based LearningandGeographyPublic Examinations In England:DifferentRepresentationsOfEnquiryAndTheirPotentialForStudentEmpowermentMargaretRobertsThe Geography curriculum in England for students aged between 14 and 18, theexaminationyears, ischangingfromSeptember2016.Schools inEnglandhaveachoiceofseven specifications for the new Geography GCSE examination (General Certificate ofSecondary Education) and a choice of three specifications at Advanced Level. This paper,situated in the conference themes of policy and curriculum, is focused on enquiry-basedlearning (EBL) in relation to thesenewgeographypublicexaminations. I regardEBLasanumbrellaterm,encompassingarangeofapproachestoteachingandlearning.MyresearchintotheEnglishGeographyNationalCurriculum(Roberts,1995)foundthatacommonpolicydocument did not lead to a common Geography curriculum in schools; teachersreconstructed the policy influenced by their ownways of thinking about Geography andeducation.Thismademewonderwhether thedocumentsprovidingcommonguidance inrelation toEBL for thenewGeographyexaminationscouldbe interpreteddifferently.Theaims of the research are: to identify ways in which enquiry is represented in the newGeographyexaminationspecificationsandintheassociatedsupportmaterialsproducedbyexamination boards and publishers and to consider the implications of theserepresentationsfortheirpotentialtoempowerstudents.The research is based on the analysis of documentary evidence including: governmentpolicyguidelines (DfE,2014a,2014b);examination specifications forGeographyGCSEandGeography A-level; support materials for teachers and specimen assessment materialsproduced by the examination boards for each specification. It also examines a sample ofclassroom textbooks and supportmaterials produced by publishers focused on particularspecifications.ThepapermakesuseofatheoreticalframeworkoriginallydevisedbyBarneset al. (1987) to show the extent towhich students could participate in a new curriculumproject. I have previously adapted this to relate to different aspects of enquiry (Roberts,2013). In this paper, I adapt it further in order to identify ways in which students areencouraged by each examination specification and its supportmaterials to participate in


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different aspects of enquiry. The table indicates the extent to which they might beempoweredorconstrainedbydifferentinterpretations.Initial findings show that the examination boards, in constructing the Geographyspecifications, represent enquiry, both explicitly and implicitly, differently and that thesedifferences influencethesupportmaterials theyproduceandtheways inwhichstudents’Geography is examined. The publishers, in their production of textbooks and their ownsupportmaterials,arestronglyinfluencedbywhatisrequiredbyaparticularspecification.Thisinturninfluenceswhatisexpectedofstudentsintheclassroom.ThisresearchcouldbeofrelevancetothosewantingtoinvestigateEBLinpolicydocumentsin other countries or those who want to investigate different interpretations of otheraspectsofGeographypresentedinpolicydocuments.Keywords:Enquiry-BasedLearning,PublicExaminations,Policy,Curriculum,StudentEmpowerment

References

• Barnes,D.etal. (1987)TheTVEI curriculum14-16:an interim reportbasedoncase studies. Leeds:UniversityofLeeds.

• DfE (2014 - April) Geography GCSE subject content. Accessed January 2016 at:https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/388857/GCE_AS_and_A_level_subject_content_for_geography.pdf

• DfE (2014 - December) Geography AS and A level subject content Accessed January 2016 at:https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/388857/GCE_AS_and_A_level_subject_content_for_geography.pdf

• Roberts,M.(2013)GeographythroughEnquiry:approachestoteachingandlearninginthesecondaryschool.Sheffield:GeographicalAssociation.

• Roberts,M.(1995) InterpretationsoftheGeographyNationalCurriculum:acommoncurriculumforall?JournalofCurriculumStudies,27,2,pp.187-205.

COPIn.Don’tCopOut!BringingCOP21totheClassroomXinYingWongTheworkshopaimstohelpparticipantsunderstandandappreciatethecomplexitiesoftheUnitedNationsFrameworkConventiononClimateChange(UNFCCC)ConferenceofParties(COP) negotiation process and examines the policy implications for Singapore. Theworkshop draws on the facilitator's experience at the 21st COP in Paris to informparticipants about Singapore’s international policy position and domestic commitmentstowards addressing progress in climate change. Participants will be engaged in acollaborative learning setting to better appreciate the intricacies of climate changenegotiations,whichtheycansubsequentlybringbacktotheclassroom.Keywords:ClimateChange,COP21,EnvironmentalPolicy

HowGeographyisTaughtandLearnedAroundtheWorld


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InquiryBasedLearninginGeography:HowisitinCzechia?VeronikaFikarováandDanaŘezníčkováThepaperpresentstheresultsofafour-yearresearchinthefieldofGeographyeducation.The research deals with a problem of active learning through inquiry-based learning inGeography.ThisapproachemphasizestheadoptionofobjectiveandsystematicmethodoflearningandsolvingproblemswiththeuseofGeography.Primaryattentionofourresearchhasbeengiventotheobservationofinquiryskillsdisplayedbystudentsthatareinthelastclassoftheirelementaryeducation(inCzechRepublicapproximatelyattheageof15years).The first goal of the project was to propose – based on a multi-level analysis skills – acomprehensive systemof skillswhich students at the age of 15 shouldmaster. This newstructure of skillswas discussedwith the academic community in conferences aswell aswiththeschoolteachersthroughthespecificsurvey.Theresultsofthesediscussionshelpustocorrecttheinitialstructureofskills.Inthenextphaseoftheproject,wehavetestedtheadoptionlevelofproposedstructureofskills.Testingwasperformedthroughspecialteststhatweregiventotargetgroup.Withthestudents that achieved the best and worst results in the testing, we did a structuredinterviewtofindthereasonsfortheirsuccessorfailure.Keywords:Research,Inquiry,Enquiry,IBL

TheWorldviewofJapaneseandIrishSecondLevelStudents.WhatIsIt?HowmightItbeDeveloped?TakashiShimuraandShelaghWaddingtonUnderstandingofotherculturesandcountriesiswidelyregardedasanimportantaspectofworldcitizenship,manychildrenand,indeedadults,haveaverylimitedknowledgeofthese.Thispaperexploreshowchildrenunderstand the identityofother countries, inparticularthe ‘world view’ of children in two widely spaced countries, with differing educationsystems.JapanandIrelandwereselectedforthestudyas,whilestudentsinbothcountriesstudyGeography their approach to the subject and the aspects of the subject commonlyincluded within their syllabi are very different. It was also felt that their differentgeographicallocationswouldbelikelytohaveaneffectontheirunderstandingofbothlocalanddistantplaces.Currently in Ireland,Geography isstudiedaspartofcombinedsubject inschoolsuntil theage of 12 years and then as a single subject, while in Japan it is studied as part of acombined subject up to approximately age 15. It is an optional subject in both countriesafterthisage.Studentsagedapproximately15yearswereaskedtoidentifythelocationofaseriesofcountries,somelikelytobemorefamiliartoIrishstudentsandsometoJapaneseones. They were asked to state what they knew about each of these countries and toexplainfromwhichsourcetheylearnedmost,e.g.travel,mediaandeducation.Theywerealsoaskedtoidentifythecountry(apartfromtheirown)inwhichtheywouldmostlikeandleastliketolive.Theresponsestothequestionswerethenanalysedtoidentifytypesofunderstandingandalsotypesofmisconceptions.Regionaldifferenceswereobservedintermsofamountand


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accuracyofinformationpresentedbythetwogroupsofstudents,withbothgroupsknowingmoreaboutthecountriesintheirownpartoftheworld.Theonlycountrywhichwasnotineither region, theUSA, received considerable comments fromstudents inboth countries.ThiscountrywasselectedforthestudyonthebasisthatbothIrishandJapanesestudentswouldhavesomefamiliaritywithmediasources,suchasTVandfilm.NationalCurriculaandcommonlyavailableresources,particularlytextbooks,werealsoexaminedtoidentifywhat,ifany,influencetheschoolprogrammemighthaveontheunderstandingofthestudents.Itis planned to use these findings to suggest ways in which school programmesmight bedevelopedtoaddresstheissuesandchallengesidentified.Keywords:Citizenship,WorldUnderstanding,Misconceptions,SchoolStudents,Ireland,Japan,SocialStudies

ConstructingtheUseofAutomaticWeatherStationinSingaporeSchools:Sensors,DataLoggerand InternetofThings in theTeachingandLearningofGeography inthe21stCenturyGeraldineChongLiHoon,AliceYeoAiLee,StephanieChewLiLingandJanMakWenLingThispapersaimstoconstruct theuseofAutomaticWeatherStation,Sensors,Data loggerand InternetofThings (IoT) in the teachingand learningof theGeography topicWeatherand Climate in Singapore Schools in the 21st Century: past present and future through acase study review approach of Independent Schools, Mainstream Schools and morespecificallyaHeartlandSchool–BishanParkSecondarySchooland3Pcollaboration(Public,PrivateandPeople).Astheissueofclimatechangegathersmomentum,andtheworldsitsup in recognition of the impact of human activities on Mother Earth, the learning andteachingoftheGeographytopicWeatherandClimatebecomeevenmorecritical.However,the topic Weather and Climate is conceptual in nature and thus besides the traditionalapproachofusingweatherinstrumentstoengagestudents,thereisaneedtoexplorethetechnology enabled approach of Automatic Weather Station, Sensors, Data logger andInternetofThings(IoT)toengagestudentsandsparktheirinterestandcuriositythroughtheInquiryapproachintheteachingandlearningoftheGeographytopicWeatherandClimate.In general, itwasestablished that therewere threephasesof useofAutomaticWeatherStation,Sensors,DataloggerintheteachingandlearningoftheGeographytopicWeatherandClimateinSingaporeSchoolsinthe21stCentury.The first phase started in 2001 with Independent School setting up automatic weatherstation on the school campus and collaborating with a local University on Mentorshipproject as part of Talent Development Programme for a small group of students. Firstgeneration automatic weather stations were solar powered, had temperature, humidity,wind and rainfall data internal storage on the site of the automatic weather station. Inphaseoneimplementation,useofAutomaticWeatherStation,Sensors,DataloggerinthelearningandteachingoftheGeographytopicWeatherandClimateinSingaporeschoolwassmall scale, school specificandcollaborationwaswithin thepublic sectorof IndependentSchoolandlocalUniversity.The second phase started in 2006with theNationalWeather Study Project (NWSP). TheSenoko Company equipped schools with automatic weather stations. The second


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generationautomaticweatherstationcontrolboxcanbelocatedawayfromtheAutomaticWeatherStationtootherpartsoftheschool.In2006,178outofSingapore’s300Primary,SecondaryschoolsandJuniorCollegeparticipatedandsubmittedprojectsontopicrelatedto climate change and the environment, and collaboration was between the public andprivatesectorbetweenMinistryofEducationandSenokoPowerCompany.The third phase started in 2015, when Infocomm Development Authority of Singaporeinvitedfivemainstreamprimaryandsecondaryschoolstoparticipateinaproofofconcept"Authentic Inquiry-based Learning supported by data sensors" aka Internet of Thing(IoT)@Schools project. The first milestone of the project involved siting of an automaticweatherstation,andtwodataloggerswithtemperature,humidityandparticulatesensorontheschoolsiteandasmallgroupofstudentsformedahypothesisthatthetemperatureislower with more vegetation and analyse the weather data. Third Generation AutomaticWeatherStationswere Internetconnected through3GSimcard transmission,useddirectACpowerandhadexternaldatastorageinserversinUK.InternetofThingallowedteachersand students to have access to real time weather data collection, representation andanalysis to facilitate learning anytime and anywhere and to collaboratewithin Singaporeand acrossUK. The nextmilestone from Jan to Sep 2016will involve scaling upwith theadditionofsixdataloggersandsensors,andconductingactionresearchwithtwoclassesofstudents to examine student experience of learning weather and climate - traditionalapproachvstechnologyenabledapproach.Conclusionconfrontingbigdataatatenderageand teaching the skills to understand and analyse them is tough, though students wereexcitedandengagedwiththeuseoftechnologytolearntheGeographytopicWeatherandClimate.Keywords:WeatherandClimate,AutomaticWeatherStation,SensorsandDataLoggers,InternetofThings(IoT),TeachingandLearningofGeography

TheAsahikawaChildren’sEnvironmentalMapContestandEnvironmentalMappingActivityHyunjinKimThispaperoutlinestheAsahikawaChildren’sEnvironmentalMapContestanddiscussesthesignificanceof environmentalmapping activity for the children. TheAsahikawaChildren’sEnvironmental Map Contest started in 1991. Since then, it has been held annually inAsahikawa City, Japan. The maps are evaluated by specialists in Geography andenvironmentaleducation,aswellasexperiencedteachers.Applicationisopentoallschoolchildrenofprimaryandsecondaryschoollevels.About100distinguishedmapsineveryyeararedisplayed in theexhibition.Therewere99mapsof2015contest, indetail15primarystudent’smaps (age6 to 11), 65 junior secondary student’smaps (age12 to 15), and19seniorsecondarystudent’smaps(age16to18).The first objective of this contest is to enhance environmental awareness of children. Inchildren’senvironmentalmaps, theenvironmentcanbeanythingaroundtheminabroadsense. Children can choose natural or/and artificial environments. Children’s experiencemayinfluencethecontentoftheirmaps.Amongthemapsof2015contest,16mapswerenaturalenvironment,64mapswereartificialenvironment,andtheotherswerenaturaland


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artificialenvironments.Itreflectsthefactthatthemajorityofchildrenliveintheurbanizedenvironment. Children can also choose either free theme or specific theme. In 2015, thespecificthemewas“change”,and20mapswererelatedtoit.Titlesofmapsrelatedtothespecific theme include temporal words, such as “past and present (6)”, “The Post-WorldWarII(2)”,and“future(2)”.Amongvariousfreethematicmaps,thethemewith“disasterprevention(10)”ranksthefirst,because itwasthespecificthemeof2013and2012aftertheGreatEastJapanEarthquake.The second objective is to improve children’s skills of on-site observation and mapping.Generally,studiesofcognitivemapsaskchildrentodrawasketchmapfromtheirmemoryofthelocalcommunityorroutetoandfromschool.Ontheotherhand,theenvironmentalmapping activity must be based on the children’s observation of their environment. Formakingtheenvironmentalmap,childrendonotrelyonmemory,buttheywriteonpapersorblankmaps,anduseacameratorecordonthefield.The informationrecordedonthefield is taken back home or to school, made into the map. Children may think carefullyabouttheexpressionofmap.Todisplayinformationselectedbythemselves,theymayusesymbols,photos,coloursandsoon.Themapshouldcontaintitle,orientation,scale,legend,andshortnoteonthefieldwork.Thisworkrequirescartographicskill(Himiyama:2010).The environmental mapping activity helps children to foster their interest andcomprehension about various environments, as well as their ability in field work andmapping.Thepresentationwillshowsomechildren’senvironmentalmapsindetail,identifyhow the environment is represented in the children’s maps, and more discuss thesignificanceofchildren’senvironmentalmappingactivity.Keywords:Children,Environment,MapContest,MappingActivity

Culture,IdentityandCitizenship

GeospatialCitizenshipRobertBednarzandSarahBednarzThe explosive and concurrent growth of geospatial technologies and social media arechanging how we live. The ubiquity of GIS, Remote Sensing, GPS, and associatedtechnologies,particularlymappingtechnologies,affectstherelationshipspeoplehavewitheachotherandtheworldinwhichtheylive.Whoweare,whereweare,whatwedo,andhow we feel is shared in geographic contexts. How does this influence our roles asindividuals, as members of society, and as citizens? What are the challenges andopportunitiesforgeographersintakingaleadershiproleinpreparingthenextgenerationtobegeospatially literate?Citizenshipeducationhasa longandvariedhistory in theUnitedStates; geographers have played a relatively minor role in its development through thesocial studies. This paper reviews citizenship education, paying special attention to thecontested views of citizenship in the United States. The presentation also examinesGeography’spotentialcontributionstocitizenshipeducation,andsuggestswaysGeographyeducatorscantakeamorevibrantand importantrole inthisvital taskthroughgeospatialtechnologies,mapping,andspatialthinking.


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Keywords:CitizenshipEducation,SpatialThinking,GeospatialTechnologies

Geography and Music - Enhancing Cultural Approaches to People and Places inValuesEducationChristianeMeyer

Fullpaperatgoo.gl/mEmbM9In the Anthropocene, humans are the most influential factor behind transformationalprocesses, as demonstrated by the phenomena of industrialization, globalization andclimate change. Judgments in public policy-making and in private individual decisions areinextricablylinkedtovaluesandidentity.Theouterworldisamirroroftheinnerworldandthereforeofculturalawarenessandvalues.Ifwewanttoensurethattheouterworldhasasustainablefuture,wehavetocultivatetheconsciousnessprevalentwithintheinnerworldandtodevelopthesensitivitynecessaryforachievingsustainability.Geographicaleducationispredestinedtocontributetosuchtransformations,forexample,inincreasingtheculturalawarenessof therelationshipsbetweenpeopleandplacesaswellas their ties toMotherEarth. Sincemusicworks holistically on humans, it is particularly capable of reaching theinner world. Thus, music can enhance cultural approaches to connect the inner and theouterworld.Furthermore,musiccanmakeamajorcontributiontovalueseducationbeyondcognitive judging,becausevaluesarise inpersonal, affectiveexperiences characterizedbyself-transcendence.Threeinterconnectedstagesofvalueseducationcanbeidentified.Theyinvolvehumannature,cultureandpersonality,asexplainedbelow:

1. Tobetouchedanddeeplymovedmeansthatwehavefeelingswhichlieintheheartofhumanityandconnectuswithhumannature,natureandourhomeplanet. Forexample, “Cloudburst” by Eric Whitacre or the tracks of the soundtrack of thedocumentaryHOMEbyArmandAmararequitesuitableinevokingsuchfeelingsandexperiencesofself-transcendence.

2. Being involved and connectedmeans empathizingwith people and understandingtheir perspectives, which in turn broadens our own cultural horizons. Musicalexamplesaimedatchangingperspectivesinclude“BedsareBurning”byMidnightOil;it advocates the rights of the Aborigines and can be used as an instructionalintroduction regarding their history and cultural beliefs. To enhance culturalawareness, one can focus on the significance of a didgeridoo and acousticcharacteristicsinthespiritualmusicoftheAboriginals.

3. Tobeconfidentandcommittedmeansbeingself-awareandactingresponsiblywithrespect to our social and physical environment.Music examples to foster identityand integrity include the video “TckTckTck – Time for Climate Justice – Beds areBurning”;itseekstoraisepublicawarenessabouttheimpactofclimatechangeandtomakethisplanetabetterplace.Thevideo“AfricaforNorway”facilitatescriticalthinkingaboutdevelopmentcooperationandencouragesustoreflectuponourownattitudesandconceptions.

Ifwewanttounderstandtheecologicalcrisisandotheron-goingcrises,itisnecessarythatweunderstandourselves–theseareallcrisesofconsciousness.Orwithotherwords:Thecrisesoftheouterworldareinthefinalanalysisaresultofthecriseswithintheinnerworld.


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Music,bothinentertainmentandinaneducationalcontext(“Edutainment”),canopenthedoorstoourinnerworldandcontributetoatransformationofourconsciousness.Keywords: Consciousness, Cultural Awareness, Music, People, Places, Transformational Education,ValuesEducation

International and Cultural Understanding: The Pathway Leading to GeographyEducationJosephStoltmanandNormanGravesGeographyeducationhasbeena key scholarly componentof internationalunderstandingfor decades. International understanding was first introduced as a broad category ofeducation that incorporated cultural understanding. Cultural diversity, a more recentconceptinGeographyresearchisalsoincludedwithininternationalunderstanding,withtheexception that a large component of cultural diversity education in the 21st century isnationalaswellasinternational.TheinitialbeliefwasthatstudentswhostudyGeographyinelementaryandsecondaryschoolwillhavegreaterknowledgeoftheworldanditspeoplesand,asa result, the internationalunderstanding thatpeopledisplaywould improve.This,consequently, would result in improved relationships between and among people andbetween and among governments. That was a compelling argument for GeographyeducationfollowingWorldWarIIandduringtheinitialyearsoftheColdWar.DevelopingaworldviewlacedwithgenerousamountofinternationalunderstandingamongyoungpeoplehasbeenoneofthelongeststandingobjectivesofGeographyeducation.TheIGUCommissiononGeographyEducationwas foundedon theprinciple that internationalunderstanding was necessary in a changing world. The particular emphasis on the wayGeographyeducatorshavecontributedtointernationalunderstandingandhavepursueditsgoals have been a lofty aim of the discipline in the context of education. Internationalunderstanding also serves as foundational past practice for the Commission. TheCommissionhasevolvedanddevelopedwaystoenhance internationalunderstandingandcooperation, with its focus on teaching, student learning, and research in geographicaleducation. In that regard, international understanding has long been recognized as anessentialcomponentandexpectationforGeographyeducationKeywords: Geography Education, International Understanding, Cultural Understanding, History ofGeographyEducation

Knowledge, Preparedness, and Perspectives of K-12 Geography Educators inCanadaLynnMoormanandChantalDeryIn Canada, thirteen separate curricular jurisdictions consider Geography’s role in K-12educationindifferentways,fromamandatoryhighschoolsubjecttoonethatisembeddedin other subjects like social studies and humanities. Without a consistent approach toGeography requirements and course offerings, teachers of geographic content and skillsacross the country also vary in preparedness, self-efficacy, and understanding.


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Acknowledgingthisdiversity,andwantingtoprovideGeographyeducationsupportthroughanationalorganization,weasked“HowwellareCanadianGeographyeducatorsprepared,dotheyfeelcompetentteachinggeographicconceptsandskills?Aretheycomfortablewithgeographictechnologyandfindanappropriateplaceintheircurriculatoapplyit?DotheyevenconsiderthemselvestobeGeographyteachers?”To answer these questions and collect baseline data about the backgrounds andpreparedness of Canadian K-12 educators, an online survey consisting of both open andclosedquestionswasconductedwithover1000participantsthroughanationalnetworkofGeographyeducators,CanadianGeographicEducation.Inadditiontoathoroughcollectionoftheteachers’education,teaching,anddemographic information,wealsosolicitedtheirviewsontheirteachingenvironmentsandresources,theirowngeographicknowledge,thesourceof that knowledge, andwhat typesand formatsofprofessionaldevelopment theyneed. The survey results have implications for groups wanting to provide support forCanadianGeographyeducators, includingRoyalCanadianGeographical Society,Ministriesof Education, schoolboards, and Facultiesof Educationwhere teachers arebeing trainedandprepared.Theresearchisconsideredthroughthelensofeducationaltechnologytheory(Januszewski &Molenda, 2008), the TPACKmodel (Mishra & Koehler, 2006), and recentwork in geographic pedagogy, including an evolvingunderstandingof geographic literacy.The results provide perspectives on Canadian geographic educators by levels taught(elementarythroughsecondary),andalsoregionally(provincesandterritories).Keywords:Canada,K-12,GeographyEducation,TeacherPreparation,ProfessionalDevelopment

ResearchingandWritingaboutGeographyEducationSarahBednarzandRobertBednarzThepurposeofthisworkshopistwofold.First,participantswillbeintroducedtoinnovationsinGeographyeducationresearchmethodsandsuggestionsforfocusedresearchagendastoleveragelimitedcapacityinourdisciplinetoconductsuchresearch.Second,wewilldiscussvenues for thedisseminationof researchresultsandpublicationopportunities in teachingand learningGeography in journals liketheJournalofGeography inHigherEducationandtheJournalofGeography.Keywords:ResearchMethods,GeographyEducation,JournalofGeographyinHigherEducation

Dilemma-based Learning: Infusing and Integrating Social, Emotional and ThinkingSkillsintotheClassroomWaiLingOng Howdoweprepareyoungpeopletocometogripswiththecomplexitiesandambiguitiesofthemodernworld?Whenfacedwithadilemma,howwilltheyrespond?Willitbebasedonhumanisticconsiderationsorwill itbeunderlinedbyprofit-seekingmotives?Therearenosimpleanswersorsolutionstothesemulti-facetedproblems.Thedilemma-based learning


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processdevelopedbyWood,HymerandMichel (2007) isastructuredattempt toexplorethenuancesandpitfallsofnon-lineardecision-making.Byexposing learners to themulti-faceted nature of dilemmas,we hope to inculcate in them, the ability tomake informedchoicesthattheycanbothunderstandandcommunicate.'The frame of this sharing session is based on one of the topics found in the GCE ‘O’Geography and Geography elective syllabus: 'Developing tourism at what cost?'.ParticipantsatthissessionwillassumetheroleofatourismofficialinChiangmai,wherethedilemma is to determine whether the Padaung girls from the long neck tribe shouldcontinuewiththetraditionofwearingheavybrasscoilsinexchangeforthebettermentoftheir living conditions. Using different ‘Webs of Meaning’ and multimedia resources,participants work in teams to decide what is the most ethical course of action for thecommunity,regionalgovernmentandmoreimportantly,thePadaunggirlsthemselves.Andthroughthisconstructivistapproach,thevalueofgeneratingalternativesandunderstandingdifferentperspectiveswillbehighlighted.Attheendofthesharingsession,participantswillhaveabetterunderstandingof theelementsaswellas theprogressivestages involved indesigningadilemma-basedlearninglesson.Issuesrelatingtodiscussionfacilitationwillalsoberaisedduringthesession.Cognitively,learnersarechallengedtothinkcreatively,andtoutilise their newly-acquired logical and analytical skills to plan and organize activities.Socially, participantswill also learn how to communicate andwork effectively as a team,andtoshowempathyandbesensitivetothefeelingsofothers.Workingcollaborativelytoseek the best solutions to a dilemma, they will reach an understanding that there is noabsolute ‘right’or ‘wrong’responsetoadilemma.Therecouldbeaspectrumofsolutionsand one simply has to choose the best approach based on thoughtful reflections andreasoning.ThissharingisbasedonWood,HymerandMichel’s(2007)approachofusing‘dilemma’inthelearningofhumanities.ItstheoreticalgroundingisrootedinSternberg’s(2000)conceptof‘balancetheoryofwisdom’,whereheadvocatesthat‘wisdom,intelligenceandcreativityare the cornerstonesof success’ andhealsohighlights the important role that educatorsplayinhelpinglearnerstoacquire,builduponandultimatelysynthesizealltheseskills.Keywords:Geography,Humanities,Dilemma,CriticalThinking,CreativeThinking,Decision-Making,Social-EmotionalSkills,Empathy,Communication,Reflection,GroupLearning

FacilitatingInquiryBasedLearningAnInquiringMindset:InvestigatingtheSignificanceoftheTeacherinGeographicInquiryJeanaKriewaldt,GillianKidmanandNiranjanCasinader.The recent introduction of an Australian Geography curriculum offers renewed focus ongeographicinquirytodevelopdispositionsandcapacitiesinyoungpeopletoinvestigatetheworldthattheyinhabit.Byprovidingascopeandsequencetodevelopinquiryoverelevenyearsofstudy,studentshavetheopportunitytodevelopanactivequestioningapproachtolearning Geography. Though geographic inquiry is enshrined in the current AustralianCurriculum, itbuilds froma tradition thatbegan in the1970s inAustralia. Situated in theconference theme: Learning and Instruction, this paper investigates the Geographyteacher’s actions before, and during inquiry teaching and learning, with reference to


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Australianandinternationalliterature.Thestudythatinformsthispaperwasconductedintwomajorparts:onecomponentcomprisedaseriesof interviews,andoneusing liveandvideoedclassroomvideosofteachingintheGeographyclassroom.ThefocusofthispaperistoexaminehowteachersunderstandandenactinquiryinthecurrentAustraliancurriculumforGeography.Whatisitthattheexperiencedteacherofgeographicinquirydoes,andwhattheyperceivetheirroletobe,whilstconductinginquiryteaching?Usingagroundedtheoryapproach,thispaperanalysestheAustralianCurriculum:HumanitiesandSocialSciences–Geographytoassesstheextenttowhichteacher’sactionstoinquiryaresignposted.Then,drawingonempirical evidenceof analysisof classroomobservations, classroomvideosaswell as semi-structured interviews with exemplary Geography teachers, two majorcategoriesarose.Theseare that teachers foreground inquiry rather thancontentdeliveryandthattheyapproachtheirroleasfacilitators.Eachtogetherenablesricherdevelopmentofinquiry.ThisstudyconcludesthatthoughAustralia’snewGeographycurriculumprovidesoffers potential for developing young people’s dispositions and capacities to inquiregeographically, it isbynomeansunanimous that inquirydrives theenactedcurriculum inschools.Rather,thisdependssignificantlyontheteacher’sownestablishedsetofattitudestowards inquiry (their mindset) and their preference and proficiency to teach inquiry inGeography.The findings -of thisaspectofour researchaswellasof theprojectoverall -raiseimportantquestionsaboutthewayinwhichtheschoolculturetowardsinquiryaffectsthe teacher’s willingness to incorporate inquiry into their curriculum design, and posesquestionsabouttheroleofinitialteachereducationinsupportingunderstandingsofinquiry.Keywords:GeographicInquiry,TeacherDisposition,CurriculumDesign

Initiating a Geographical Inquiry - The Nature of Questioning that Initiates anInquiryGillianKidman,NiranjanCasinaderandJeanaKriewaldtThedevelopmentofyoungpeople’sabilitytothinkgeographicallyisjustasimportantasthedevelopmentofgeographicalknowledge.Whatdoesitmeantothinklikeageographerandhowdowedevelopyoungpeople’scapacityto inquirethroughouttheirschoolyears,andforlife?Teachingstudentstheprocessesofgeographicalinquiryispartofthedevelopmentof powerful knowledge. Catling,Willy and Butler (2013) outline how geographical inquiryprovides the opportunity to engage a student’s question-asking, curiosity, inquisitiveness,andthirstforknowledgeabouttheirworldtodevelopunderstanding,attitudesandvalues.InquiryhasbeenstronglyendorsedinmanyinternationalCurriculadocuments,andshouldbeattheheartoftheteaching,asitisthemeansbywhichwethink.Throughtheseinquiryprocesses, students learn to create, represent, interpret, and question knowledge. Byengagingingeographicalpractices,studentslearntoformulategeographicquestions,howto find, connect and interpret data to build powerful knowledge. Yet, despite itsendorsement, and in some cases, mandated in the curriculum, there is evidence thatgeographical inquiry isnotbeingdevelopedmeaningfullyandaswidelyas thecurriculumadvocates(Kidman,2012).Thispaperpostulatesthatmanyteachersarenotcomfortablewithinquiry-basedteachingandlearning.Catling,WillyandButler(2103)describetheconcernsofpre-constructedand‘off-the-shelf’Geography topics, combinedwith “the limitedways geographical questions


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have been used by less confident teachers … questions have tended to create a‘straightjacketed’ approach with less confident teachers not encouraging children toproposeandpursuetheirownquestions”(p.86).ThesuggestionismadebyCatlinget.al.,that Geography classrooms need to move beyond deductive styles of questions andinquiries,tomoreinductiveinquiryapproacheswheretheemphasisisoninquirylearning,whereaninquirysequenceguidesthestudent.Therearemanysuggestionsastowhatthissequence revolves around, but the general consensus has the sequence beginning withframing and focusing questions that need to be primarily student-generated (and notteacher-generatedaswithtraditionalteaching).The central issue that thispaperwill address is the lackof knowledgeandunderstandingamongst teachers as to the nature of questioning in inquiry-based teaching and learningespecially when “initiating inquiry” in Geography classrooms. There is scant researchavailable that describes the characteristics of student-generated questions, so this paperwill extend this limited knowledge base by reporting on new research findings from theAustralian context. The paper will use student-generated questions as the base for itsresearch, analysis and discussion. The paper will focus on how questioning is beingconceptualised, taught and used in the Geography classroom. It will provide a detailedanalysisofwhatisaquestion,howtheteachercanpromotestudent-generatedquestioningthroughouttheinquirysequence,thushighlightingdifferencesincommonlyaskedquestiontypes.Whilst thepaper is largely theoretical, thepropositionsare supportedbyempiricaldatafromGeographyclassroomsinAustralia.Keywords:Inquiry-BasedLearning,Student-GeneratedQuestions,InquirySequence

‘Intelligence in theWild’ - Fieldworkas theHeartofGeographicalInquiryNiranjanCasinader,JeanaKriewaldtandGillianKidmanTheplaceoffieldworkingeographicallearninghasbeenidentifiedasbeingreflectiveoftheessenceof geographical learning in schools, as it enables teachers toprovidea ‘legacyoflearningunmatchedbyindoorclassroomexperience’(Fisher,2012,17).Thisisbecauseitisthrough such investigative methodology that Geography’s capacity to teach students anunderstandingofthe'real-world'isrealised.Fieldworkalsofacilitatesstudentstodevelopareasonedviewastohowandwhythatworldmightneedtobetransformedinacertainway.Consequently,thispaperarguesthatschoolGeographyneedstobebased,asfaraspossible,in a learning environment that is foundedon inquiry-based teaching and learning. In thisconstruct,fieldworkcanbeseenasacentralfeatureintheDNAofschoolGeography,andneedstobeincorporatedateveryopportunitywithinaschool’sgeographicalprogramme.Itreplicates a process of inquiry-based reflective learning in the real-world that has beenidentifiedas'intelligenceinthewild'(Perkins,Tishman,Ritchhart,Donis,&Andrade,2000).UsingthebaseofaphilosophicalapproachandthecontextoftheAustralianCurriculuminGeographyanditsVictoriancounterpart,thispaperarguesthat,forfieldworklearningtobeeffectiveandmaximisedtothefullestofitspotential,aGeographycurriculumneedstobedeliberately constructed around principles of inquiry-based fieldwork. It should not betreated as an optional add-onor extra. In addition,Geography teachers need to conduct


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that fieldwork in a manner that emphasises the power of the inquiry-based learningapproach as the most effective means of engendering and embedding long-termgeographical skills within students, learning through the art and skill of investigatingcuriosityabouttheworldinwhichwelive,Fieldworkisthemeansbywhichstudentscanbetaught to develop and utilise that curiositywith the geographical perspective, comparingtherealityofwhatisaroundthemwiththeexpectationordesireforwhatshouldexist.Inthe Australian and Victorian Curriculums, however, such conditions are inconsistent,resulting in an unfulfilled Geography environment that tends to avoid consideration oftransformativeissues(Casinader,2015&2016a;InPress,2016b).Keywords: Inquiry, Inquiry-Based Learning, Fieldwork in Geography, Transformative Learning, AustralianCurriculum,VictorianCurriculum

References

• Casinader,N.(2015).GeographyandtheAustralianCurriculum:UnfulfilledKnowledgesinSecondarySchoolEducation.GeographicalResearch,53(1),95-105.doi:10.1111/1745-5871.12081.

• Casinader,N.(2016a)TransnationalismintheAustralianCurriculum:newhorizonsordestinationsofthe past?. Discourse: Studies in the Cultural Politics of Education, 37(3), 327-340, doi:10.1080/01596306.2015.1023701[PublishedOnlineMarch252015]

• Casinader,N.(InPress,July2016b)ALostConduitforInterculturalEducation:SchoolGeographyandthePotentialforTransformationintheAustralianCurriculum.InterculturalEducation,27(3)

• Fisher,C.(2012).Andthewinneris...geographyfieldwork!TeachingGeography,37(1),15- 17.• Perkins, D., Tishman, S., Ritchhart, R., Donis, K., & Andrade, A. (2000). Intelligence in theWild: A

DispositionalViewofIntellectualTraits.EducationalPsychologyReview,12(3),269-293.

WaysofKnowing:FindingOutwhatOurStudentsalreadyKnow,NeedtoKnowandWanttoKnowaboutGeography,UsingNominalGroupTechniqueEmmaTillThis workshop is suitable for all participants (teachers and teacher educators). It willintroduceparticipantstoNominalGroupTechnique(NGT),whichwasoriginallydevelopedbyDelbecqandVandeVen(1975)to‘facilitatethegenerationof ideaswhileencouragingquality participation’ (Asmus, 2005:350). Participantswill be shownexamples of how thiswork has been used with students and teachers to explore issues including pre-serviceteachers’perceptionsofGeography,ideasaboutsustainabilityandclimatechangeandalsotoevaluateteachingandlearning.Participantswillthenbegiventheopportunitytotrythetechniqueintheworkshopbeforereflectingonhowitmightbeusefultothemintheirownsettings.Participants will be asked to complete a warm up activity using images of ‘Geographyteachers’ drawn byUK pre-service teachers and asked to compare and contrast these totheirownperceptionsofwhatitmeanstobeaGeographyteacher.TheywillthencompleteapracticalexerciseanduseNGTtoexplorea)theirownconstructsofgeographyandwhatinfluencestheseconstructsandb)theirownperceptionsofwhatitmeanstothemtobea‘geographer’ and how this relates to their overall identity as a teacher. Participants willfinish theworkshopbyplanninghowtheymightuse the techniquewith their students in


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theirownsettingsandwhataspectsofGeographyandGeographyteachingtheymightuseittoexplore.Keywords:NominalGroupTechnique,TeachingGeography,LearningaboutGeographyReferences

• Asmus,C.andJames,K.(2005)‘NominalGroupTechnique,SocialLoafingandGroupCreativityProjectQuality’CreativityResearchJournal17(4),349-354.

• Delbecq, A. L. & Van De Ven, A. H. (1971) A group process model for problem identification andprogramplanning,JournalofAppliedBehaviouralScience,17,466–492.

Putting the ‘C’ Back in Geography: Deconstructing GeographicalKnowledgetoTeachforConceptualUnderstandingElaineTohandPuayYinLimGeographylessonstendtobecontentheavyandteachersstruggletocovertheGeographycurriculum,oftenunsurehowtohelppupilsmakesenseofwhattheyarestudying.StudyinginGeographygenerallyinvolvesmemorisationoffactsandrote-learning;assuch,pupilslackthe skills to transfer their learning to novel situations. Teachers’ decisions to deliberatelydesigntheir lessonstowardsconceptualunderstandingscanenhancepupils’ learning.Thisworkshopoffersanalternativeperspectiveandapproachtocurriculummakingbyfocusingonhowteacherscanreviewandreorganisegeographicalknowledgetoteachforconceptualunderstanding. Unless teachers put concepts and conceptual understandings at theforefrontoftheircurriculummaking,theirpedagogicaleffortsmaybefutile.Therewillbehands-on group activities that engage participants in developing the skills of thinkingconceptually and formulating conceptual understandings. Using lesson resources fromhuman and physical Geography topics in the secondary and post-secondary curriculum,participants will also have the opportunity to reframe and restructure geographicalknowledge conceptually for their Geography lessons. Insights from practitioners andtrainers on concept-based curriculum and pedagogy and findings from a study on howSingaporeteachersmakesenseofgeographicalknowledgetoteachwillbediscussedduringthissession.Keywords: Concepts, Conceptual Understanding, Conceptual Lens, Structure of Knowledge, DisciplinaryKnowledgeversusContentKnowledge,CoverageversusUncoverage,TeachingforConceptualUnderstanding

GeoCapabilities: Developing Teachers as Curriculum Leaders(Workshop)MichaelSolemThis workshop will present the official release of the teacher-training platform (website)developedby theGeoCapabilitiesproject.Theworkshopwilldemonstrate forparticipantshowtheplatformcanbeusedto:


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• Enable critical reflection on the teaching of Geography at the level of goals andpurposes

• DevelopideasofdisciplinaryrigorinGeographyeducationandtolinkthiseffectivelywithenquirypedagogies

• Empower in teacherswith new understandings of the significance of their role in‘enacting’thecurriculum

• Inspire teachers ofGeography internationally to take responsibility for ‘curriculummaking’andtolearnfromeachother

• ProvideexamplesofcurriculumleadershipInternationally, Geography in schools takes different forms and enjoys varying status.Furthermore, and partly as a result, Geography in school is sometimes perceived to belacking intellectual rigor and occasionally even expendable. The GeoCapabilities projectargues that the absence of geographical knowledge in formal education deprives youngpeople of some vital perspectives, ultimately undermining their capabilities as globalcitizens. One important outcome of the GeoCapabilities project will be the means tocommunicate effectively how the development of geographical knowledge andunderstanding in young people contributes to the fully educated person. The teachertrainingon-linePlatformseekstoprovidesupportandopportunitiesforteachers,andthoseworking in teacher education and training, to deepen and extend their concept ofGeographyanditsvalueineducation.Thematerialsaredesignedtoprovokeandstimulatecreativeandcommittedresponsesfromteachers.Theyareintendedtobeenjoyedandtobe professionally rewarding andmotivating, contributing to teachers’ lifelong learning ascurriculum leaders.Theiroverallpurpose is to improvetheexperienceofyoungpeople inschoolsinlearningGeography.Youngpeoplewillbehelpedtoseethemselvesintheworldinnewways,throughtheirabilitytothinkgeographically.Keywords: Capabilities, Powerful Disciplinary Knowledge, Curriculum Making, Curriculum Futures, TeacherLeadership

AssessmentinGeographyFromEvaluationsDemandedinGeographytoNecessaryEvaluations.ThePortugueseCaseFelisbelaMartinsGovernments, politicians, schools and their principals, teachers, parents and students areinterested in evaluation. They use its different forms more or less systematically and indifferent ways. While governments and politicians need to evaluate school and studentperformance in order to establish standards that enable them tomonitor the quality ofeducation,schoolsandprincipalsuseevaluationtoidentifythestrengthsandweaknessesoftheir educationprojects. In turn, teachersuseevaluation tomonitor studentprogress, toassesstheteaching-learningprocessandthecurriculumandhowtoimprovethem.Finally,parents and students use the grades they receive to assess the work done and makedecisionsoncontinuingstudies.Basedontheanalysisoftheoreticalframeworks,ofexistinglawsandoftheresultsoftheexternalevaluationofGeographyteachingcarriedoutbythePortuguese Ministry of Education in the last three years, we want to inform about themethodsandtypesofevaluation,bothinternalandexternal,thatthePortuguesestudents


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aresubjectedto,aswellastheresultsthatshowthatitisapopularsubjectwithstudentsandthatithasahighsuccessrate.Keywords:Internalevaluation,Externalevaluation

AlternativeAssessment(PerformanceTask)inGeographySheauYangYak-Foo.Alternativeassessment inGeography,whether formative-assessment for learning(AfL)orsummative-assessmentoflearning(AoL)canprovideexcellentopportunitiesforstudentstodevelop 21st century skills. As Earl (2003:69) notes, “When assessment capitalizes onstudents’interests,enthusiasmandtalentsandprovidesimagesoftheworldthatliesaheadof them, it ismuchmore likely toengageand inspire them…” (Earl, 2003:68).Alternativeassessments,which isanalternative to traditionalpaper-and-pencil tests,aredesigned todo just this and this session aims to show how this is possible in Geography. Theseassessments includeperformance tasks, journalling, groupdiscussionswithpresentations,silentdebates,problem-basedlearningtasksandmore.Thesealternativeassessmentsseektoencourageanddevelopstudents'criticalandcreativethinking skills, as well as their ability to communicate with others, frequently utilisinginquiry-basedapproachestolearning.Theycanbedoneindividuallyoringroups.Examplesofsuchassessmentsincludesecondary1studentscreatingastorybookfor8-9year-oldstoexplain the complex concepts such as “agri-businesses”, “food security” to their targetaudience.Studentsneedtobeabletotransfertheirunderstandingandpresenttheirideasin creative and attractive ways. Students carry out field work in an authentic Singaporecontext, suchas localhigh-tech farms.Otherexamples involveusingcritical thinking skillsandproblemsolvingtoaddresscurrenthousingshortagesandtheassociatedsocialissuesinSingapore,throughgroupdiscussion.Thisactivityalsotakesaninquiryapproachtolearning.Suchassessmentsstillenableteacherstofindouthowmuchknowledgehasbeentakeninbythestudents,butthis isdone inamoreconceptualway.Studentsalso“perform”theirability to work in a group. This helps them focus on attitudes, feelings and opinions ofothers that support development in empathy for differences in cultural. The task isdifferentiated through choices of different learning styles (Tomlinson, 2004). The use ofrubricsclearlyarticulatethestandardstoensurestudentsaimtomeet“highexpectations”(Marzano, 2003; Wiggins, 2005, Erickson, 2007) and hence are more meaningful ascomparedtolowrigourtasks.Keywords: Alternative Assessment, Performance Tasks, Formative Assessment, Summative Assessment,CreativeThinking,CriticalThinking

MakingTimeandSpaceforLearningthroughContinualAssessmentKamaliniRamdasThis paper draws frommy experiences teaching an honours level Geographymodule ongenderandthecityforthefirsttime.Asanhonoursyearmodule,itattractsacertaincalibreofstudentwhoareexpectedtobeintellectuallychallenged.However,becausethemoduleis offered during the second semester, a time when honours students would have just


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submitted their final-year thesis. Given this learning environment, I argue for a multi-strandedapproachtoassessmentthatallowsforlearningatdifferentpacesandindifferentplaces.Studentsareencouragedtolearn1)slowlythroughjournalingoutsidetheclassroom;2)moderatelyandinasustainedmannerthroughweeklystudent-ledpresentations intheclassroom; and 3)more rapidly through real-time responses to posters they develop andpresentto invitedfacultyandguestsattheendofthesemester intheclassroomwhichisnowa‘public’exhibitionspace.Specifically,Idiscussthebenefitsandlimitationsofsuchatemporally and spatially diverse approach to assessment and its impact on creating aconducivelearningenvironmentinwhichthestudentsandIwereabletomeetthespecificaimsofthemodule.Keywords:Time-Space,Gender,Place,Pacing,ContinualAssessment

AdvancedPlacementHumanGeography:CurriculumandAssessmentDonaldZeiglerCollegeBoard’s suiteof almost 40 college survey-level courses that are available for highschoolstudentsincludesaclassinHumanGeography.ThesecoursesareofferedunderthemonikerAdvancedPlacement(AP).APHumanGeographywasofferedforthefirsttimeinthe2000-2001schoolyear.Inthefifteenyearssincethen,enrollmentinAPHGcourseshasgrown to almost 190,000,which now puts it among the "top ten" AP courses offered. Ifstudents do well on an end-of-course exam, they may qualify for college credit. Usingqualitativeandquantitativedata, thispresentationwill focusontwoaspectsofAdvancedPlacement Human Geography: (1) the course description, which outlines “enduringunderstandings”and“essentialknowledge,”and(2)theend-of-courseexam,whichincludesboth objective and essay (free-response) questions. Both the Course Description and theexamareputtogetherbyacommitteeofexperiencedcollegeandhighschoolfaculty.ThegrowthofAPHumanGeographyintheU.S.hasmeantthatGeographyhasreturnedtothecurriculumofmanyhighschoolswhereitwasnolongerbeingtaughtasaseparatesubject.There are also international implications of AP Human Geography. First, the course isavailableinternationally,withafewsectionsbeingtaughtinSingaporeandKorea.Second,course content is global in scope with important implications on how the Americanaudienceperceivestheworld.Third,AmericanAPteachersoftenseektolinktheirclassestostudentsinothercountriesforcollaborativeexercises.Keywords:HumanGeography,GeographicEducation,Assessment

LearningGeographyBeyondtheTraditionalClassroom

BeginningTeachers’ConceptionsofFieldworkinGeographyinSingaporeIvyTanandQiuFenJadeChen.The inquiryapproachhasbeenunequivocallyrecommendedfortheteachingand learningofGeographyinthenewGeographysyllabusesforsecondaryschoolsandjuniorcollegesinSingapore. A key feature in the new Geography syllabuses is the now compulsorygeographical investigation fieldwork forboth lowerandupper secondary school students.


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The present study takes a qualitative look at the fieldwork experiences of beginningteachers who are in their early years of teaching Geography and conducting fieldworkformally in schools. The goal of the study was to understand their experiences andchallengeswhenplanningandconductingfieldworkfortheirstudents,especiallynowthatfieldwork isanexaminablecomponent.Theteacherparticipantswere invitedtocompleteanonlinesurveyquestionnairecomprisingofthreesectionswithatotalof18questions.Thefirst section sought for the demographics of the beginning teachers. The second sectionexplored their experiences of and in fieldwork, and the third section looked into theirconceptionsandthoughtsonusinggeographicalinquiryasafieldworkmethod.Despite having to manage challenging situations on the ground, the beginning teachersreiterated their belief in the benefits and value of fieldwork for student learning and itsindisputableplace inGeography.Thebeginningteachersalsohighlightedchallengeswhenplanning and conducting fieldwork, reflected on their fieldwork skills that neededimprovements, and expressed their concerns about fieldwork being an examinablecomponent in schools. These reflections from the beginning teachers not only serve ascrucial feedback on fieldwork to Geography educators in curriculum planning for initialteachingtrainingprogrammes,butalsofor in-serviceprofessionaldevelopmentcoursestoalleviateexistingchallengesandfurthersupportourGeographyteachersinschools.Keywords:Beginningteachers,Geographyfieldwork,Inquiry

Geographic Education 3.0: The Competency-Based Instructional Design byStrengthening the Connections among "Human-Machine", "Human-Human", and"Human-Environment"

Che-MingChen.

Thenationalstandardsforthe12-yearbasiceducationisunderrevisioninTaiwan.InordertokeepupwithinternationaleducationreformtrendsandmakefuturehumanresourcesofTaiwaninternationallycompetitive,theimplementationof"competency-based"curriculumdesign is a key component. In this study, the vision of "Geographic Education 3.0" isproposed for the high school Geography curriculum reform. This vision applies“Connectivism” to instructional design which emphasizes the importance of student-centeredlearningandthenetworkcollaborativelearning.Bystrengtheningtheconnectionsamong "human-machine", "human-environment" and "human-human" in the learningenvironment, we expect high school students’ spatial citizenship will be enhanced. The"human-machine" connection means students can apply geo-media such as spatiallyenabledmobiledevices,geospatialtechnologies,oronlinemappingtoolstoenhancetheirlearning.The"human-environment"connectionsuggestsGeographyisforlife.Studentscanactivelypracticegeographytosolvetherealworldissues.The"human-human"connectionemphasizes students are good team players. They can learn from each other andcollaborativelyparticipateinpublicaffairs.Thisstudywilldemonstrateseveralcompetency-basedlearningmodulesreflectingonthevisionof"GeographicEducation3.0".Instructionalexperimentsandempiricalanalysiswillbeconductedtoverifywhetherthesemoduleswillenhancestudents’keycompetencies.


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Keywords:Competency-basedcurriculum,Connectivism,GeographicEducation3.0

DevelopmentandEvaluationofanAdaptiveOnlineLearningEnvironmentfortheApplicationofRemoteSensing inSchools -ExperiencesandPreliminaryResearchResultsoftheSpace4GeographyProjectKathrinViehrig,VeraFuchsgruber,GuidoRiembauer,NilsWolfandAlexanderSiegmund.Theproject“Learningtounderstandtheearth-Usingmodernsatelliteimagetechnologyforearthobservation for adolescents” (Space4Geography), fundedby theGermanAerospaceCenter,aimsatdevelopinganadaptive,onlinelearningenvironmentfortheuseofsatellitedata in schools. The platform comprises of ten different curriculum relevantmodules, inwhichstudentscanlearntoexploregeographicandenvironmentalquestionswiththehelpofremotesensing,usingaproblembasedapproach.Thelearningmodulesuseanadaptiveapproach, i.e. learners go through the modules on different paths depending on theirindividual responses to different questions. The integrated web-based remote sensingsoftware “BLIF”, specially developed for education and training of students, provides atoolset to import, process, analyze, classify and interpret satellite images.A satellitedatacontingent of 50 RapidEye- and 15 TerraSAR-X-images and the possibility of importingLandsat5-8acquisitionsensure that there isabroadspectrumof investigationareas.Thelearningplatformdevelopmentisaccompaniedbydifferentresearchstudies:

1. The choice of module topics wasmade based on a Germany-wide analysis ofcurriculaforthe“Gymnasium”typeofhighschools.

2. A doctoral thesis research study which uses an Educational Design Researchapproachforthedevelopmentofa learningmodule,grounded inscientificanddidacticstandards,aswellastoderivedesigncriteriaforonlinelearningmodulesintheareaofremotesensing.Theresearchusesthe“Californiadrought”moduleasanexample.

3. A doctoral thesis research study which uses a pre/-posttest approach toinvestigate the influence of different levels of free choice within the modulepathway on participants’motivation and learning success. This study uses thelearningmodule"Globalization&ContainerShipping"thatfeaturestheanalysisofradarremotesensingdata.

4. A part of a habilitation project which will focus on developing the “Tsunami”moduleandlookingatstudents’systemunderstanding.

Additionally,therewillbeanevaluationofeachofthe10modules,testedwithatleast75studentsinspring/summer2016.Thepresentationwillgiveashortoverviewofthewholeproject,aswellasselectedexperiencesandpreliminaryresearchresultsoutofthecurrentdevelopmentphase.Itwillfocusespeciallyonthe“Tsunami”module.Keywords:RemoteSensingEducation,SatelliteImages,LearningEnvironment,E-Learning,AdaptiveLearning


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GISasanEmergingTechnologicalToolinSchoolGeographyTeachinginIndia:ConstraintsandConcernsThiruvadanthaiGeethaGeographicInformationSystems(GIS)isbuiltontheknowledgeofGeography,cartography,computerscience,andmathematics.Thebasicpremiseisthatitrecognizesthespatialdatatobeuniquewhichislinkedtomaps.Almostallhumanactivityandnaturalphenomenaarespatiallydistributed,therefore, theycanbestudiedusingGIS. It is integrating itsway intomanyaspectsofcontemporarylife.GISasanimportantcurricularcontenthasbeenpartofthe school Geography course inmany countries formore than two decades. The spatialreasoning skill of the students will be enhanced if GIS is taught as rigorous practicalcomponentof thesubject.Theacquiredspatial reasoningskillcouldbetransferredtotheother fields of the school curriculum. Apart from this it will go a long way to promotegeographiccompetenciesandinterdisciplinarylearninginstudents.Itmayalsoenhancethescope of career choice and thereby motivate the students to pursue Geography at thehigherlevel.InIndia,GISisbeingintroducedonlyatseniorsecondarylevelwherethestudentsapproachGeographyasaseparatediscipline.Despite itspotentials,manyschoolsstill lackboththetechnicalandhumanresourcesrequiredtouseGISinteaching.TheeducationaluseofGISinsecondaryschoolshasbeenwidelypromotedinothercountriesThisstudyhasexaminedtheGIScontentcomponentofGeographycurriculumattheseniorsecondary level (as desk analysis). In the second stage of the study, two sets ofquestionnairewerepreparedandadministeredonteachersandstudentsrespectively.Theywere used to identify the impediments faced and perceived by teachers teaching at theseniorsecondarylevelandexaminedthestudents’experiencesinacquiringtheknowledgeaboutGIS.Intheanalysis,theissueswerecategorizedintotheoreticalknowledge(domainspecific knowledge acquired by teachers), technical concerns (hardware and softwareavailability), practical difficulties (concerned with pedagogical transactions), and lack ofmaterialresources.ThestudentsfacedchallengesinworkingwithGIStoolsforthelengthyandcumbersomeprocedures,identificationofbasicgeographicaldataandinterpretationofthe same. On the whole, this study brought out the main obstacles encountered inimplementing it in the schools. If they are plugged and GIS is taken as a rigorous skilldevelopmentcomponent,thenthestudentsoptedforGeographyasaspecializeddisciplinecanbemotivatedtopursueitasacareer.Keywords:GIS,TheoreticalKnowledge,TechnicalConcerns,PracticalDifficulties,MaterialAvailability

SubjectMatterandCurriculumMaking

Fieldwork in a Social Flashpoint with Students - Development of a Multi-perspectiveRevitalisationConceptRainerMehrenandJanisFoegele.KottbusserTorisadistrictcentreinBerlinthatischaracterisedbyamultitudeofchallengesfor urban development such as segregation, overburdened neighbourhoods and an open


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drugscene(Krings-Heckemeier&Pfeiffer,1998).Aconceptforafieldtriptothisareawasdevelopedwiththepurposeofinitiatinganunderstandingonthepartofthestudentsofthesignificanceofparticipatoryurbandevelopmentstrategiesfollowingabottom-upapproachthatinvolveallthearea’sprotagonists(Hemmer&Mehren,2014).The objective of the accompanying researchwas to find outwhat attitudes the studentswouldadopttosuchafieldtrip inadeprivedareaandwhatdifferentconceptsofhabitusunderlie those attitudes. The field trip was tested with a total of six study groups, eachmade up of ca. 30 students between the ages of 14 and 16. Following the field trip,discussions tookplace inwhich theparticipants intenselydiscussed theconceptand theirpersonal experiences in groups of six. These group discussions were transcribed andevaluated using the documentary method (Applis et al., 2015). In the autonomousdiscussions,inwhichnotopicsweregivenasguidelines,threecentralthemeswereabletobereconstructed:a)anunderstandingofspaceandperspective,b)aspectsofself-reflectionandc)personalstrategiesinapproachingtheassignmentslinkedtothefieldtrip.Based on the data, four different types of students were identified: two excluding types(marginalising & distancing) and two including types (integrating & normalising): Themarginalising type lays emphasis on the otherness of the socially disadvantaged anddenigrates their suggestions. Youths of this type think and argue almost exclusively fromtheir own perspective and see themselves as the true experts. The distancing type isorientedtoobjectivelysubstantiatedaspects.Hisfocus,therefore,isnotonthelocalpeople.He is more interested in the architectural structures and their envisaged changes. Hisunderstandingofspaceandhisrevitalisationproposalsareclearlyfocusedonthephysicalmaterialspace.Theintegratingtypealsolaysemphasisontheothernessofthepeople,buttriestounderstandtheirpointsofviewwithinlimitsandintegratetheminhisownthoughtson a redevelopment concept. He finds personal exchangeswith the local residents to berewarding. The normalising type sympathises with the perspectives of the area’sprotagonists.Forhim,differentlifeplansareallpartofit.Otheropinionsandviewpointsareacceptedasbeingequal.Keywords:fieldwork,Excursion,DeprivedUrbanArea,ChangeofPerspective,GroupDiscussion

ResourceConflictsandDevelopmentasSubjectSpecificKnowledge inFranceandGermanyMatthiasKowaschWhile competence-based education has taken place in the German educational system,France focuses on subject-specific knowledge. The aim of this paper is to compare thesedifferent educational approaches by taking the example of the content ‘resourceexploitation’. Which subject-specific knowledge concerning resource development andconflictistransmittedtostudents?Inaworldofdwindlingresources,araceforparticularlysought-afterrawmaterials(e.g.oil,rareearthortantalum)hasbegun.ThegeographerReuber(2005)pleadedfortheteachingofresourceconflictsinGeographyclassrooms,becausetheyallowadeeperinsightintothediverse political and economic linkages. Resource conflicts are closely linked todevelopment obstacles (Watts, 2014). In a first part, the paper explains development


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concepts,forexample,themodernizationtheory(e.g.Rostow,1960)ortheresourcecurse(e.g. Auty, 1993; Bebbington et al., 2008). In the case of a resource curse, local peoplesremainpoorandmarginalized incontrast to thebulkofbenefits flowing fromtheminingsector.TheaimistounderstandhowtheFrenchandGermanGeographydefinethemselveswithinthesedebates.In the second part of the paper, results from empirical studies of French and GermanGeography textbooks will be analyzed. One of the central research questions is howresourcedevelopmentandconflictsaretaughtandrepresentedinGeographytextbooksinFrance and Germany. I have to ask whether (resource) development is seen as a keyconcept or as a content? How do Geography textbooks deal with complexity and globalinterdependencies?Andhowdoteacherscollecttheirinformationaboutthecontent?Asaconsequenceofthefederaleducationalsystem,everyGermanfederalstateratifiesitsown curriculum. Consequently, the states also use different Geography textbooks. Theresults are based on recent empirical studies from Lower Saxony, Berlin and Baden-Württemberg,aswellasfromFrance.Keywords:Textbook,Development,ResourcesReferences

• Auty,R. (1993).SustainingDevelopment inMineralEconomies:TheResourceCurseThesis.London:Routledge.

• Bebbington, A.; Hinojosa, L.; Humphreys Bebbington, D.; Burneo, M.L. and Warnaars, X. (2008).Contention andAmbiguity:Mining and the Possibilities ofDevelopment,Development and Change39(6):887–914.

• Reuber,P.(2005).KonflikteumRessourcen.PraxisGeographie9/2005,4-9.• Rostow, W.W. (1960). The Stages of Economic Growth: A Non-Communist Manifesto. Cambridge:

CambridgeUniversityPress.• Watts,M.(2014).ResourceViolence,withNancyPelusoinCarlDeath(editor),CriticalEnvironmental

Politics,London:Routledge,84-197.

CurriculumMapping-ATeacher-practitioner'sPointofViewEdwinChew,AzizahAbdulRahim,WongHengYee,JasminMariyaMadasamyandAlicePohCurriculummappingcanserveasbothaninstrumentandaprocedurefordeterminingwhatthe curriculum is and monitoring the planned curriculum (O'Malley, 1982). It could alsosharpen teachers' curriculum design and teaching skills and should promote reflectivepractice – something teacher leaders would want to model for their teachers. Thispresentation shows how a networked learning community (NLC) of five teachers acrossdifferentschoolshavecometogetherandconstructedanewunitplanontheSecondary2topic‘Housing’,usingcurriculummapping.Usingtheirinitialunitplan,theyconductedthelessonsandnotedwhat couldbe improvedon in termsof content, activities, assessmentand time allocation. They relooked and re-crafted their unit plan by using a process ofrecording the content and skills actually taught. They will share the theoreticalunderpinnings of curriculum mapping and highlight the process, the approaches andpractices taken.The focuswason theGuidingQuestion:GQ4 -Whatare somestrategiesused by cities (e.g Singapore) to manage housing shortage? From the classroom


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practitioner’spointofview,theymodifiedtheunitinordertocustomisetotheirstudents’learning needs. Themodified unit plan will form the basis for the next cycle of lessons.Curriculummappingisaprofessionaltoolforteacherstomodelasreflectivepractitioners.Italsohelpssharpentheteachers’pedagogicalpractice.Thisexperiencemadethemnotonlyreflectontheirteachingandlearningpracticesbutalsotomapoutwhatreallymattersina‘life-worthylearning’Geographycurriculum.Thatiswhatreallymatters!Keywords:CurriculumMapping,Challenges,Consequences,TeachersProfessionalDevelopment

Reference:

• O'Malley,P.J.(1982,August).Learnthetruthaboutcurriculum.TheExecutiveEducator4,14–26.

What Geography is Made Of: An International Comparison of Subject-specificKnowledgeinGeographyCurriculaPéterBagoly-SimóThe curricula of the individual German federal states have experienced a progressivetransition towards a skill-based curriculum. Following the main framework of moderateconstructivism, several curricula emphasize generic sets of skills over subject-specificcompetencies. In lightof thisdevelopmentgeographicalknowledgeexperienceddivergingpatterns of change in different national settings. The aim of this paper is to analyze thesubject-specific knowledge of Geography in international comparison. Content analysisserved to map the individual models in the Geography curricula of several countries.Subsequently, the individual models were contrasted with the model of powerfuldisciplinary knowledge and future three curricula. The main objective was to criticallyexploretheextensionofconcepts,suchascurriculummaking,skills,orknowledgeinherentto the abovementioned discourse. Therefore, the paper also sets is focus on classroomcurricula or curriculummaking in terms of lesson planning practice in light of curricularframeworks.Keywords:Curriculum,PowerfulDisciplinaryKnowledge,GeographicalKnowledge,InternationalComparison

CurriculumandPedagogythatmatters

PedagogythatMatters:EmpoweringLearnersthroughGeographyClareBrooksTheconferencetitleoffersanopportunitytoexplorehowGeographycanempowerlearnersin a diverse world. This paper takes the position that this is only possible through dueattention to a learner-based perspective on pedagogy (or what might be called subjectdidactics). Recent explorations of what powerful knowledge might look like withinGeography education highlight the significance of defining what it is about geographicalknowledgethatmakesit“powerful”foryoungpeople.Thisdebateisimportantandmakesavaluablecontributiontothefield.However,toomuchemphasisonknowledgecanleadtoa


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neglectofanequallyimportant(orpowerful)dimensionwithinGeographyeducation:thatof how it is presented and represented within Geography lessons. Other critiques havenotedtheneglectofanethicalperspectivewithinsuchdebates.WithintheAnglo-speakingtradition,therepresentationofsubjectmatterwithintheclassroomisoftenreferredtoaspedagogy;withinotherEuropeantraditions,itiswidelyunderstoodasdidactics.Thispapertakesacriticalviewofbothwhatisunderstoodbypedagogyandsubjectdidactics,andaskshow canGeography educators best represent powerful knowledge to empower learners,and reflect the important ethical perspectives that underpin so much of Geography’ssubjectmatter.Usingthedidactictriangleasastartingpoint,thepaperexploreshowwhatweunderstandby “didactics” and “pedagogy” can be useful for Geography educators. Debates aroundcurriculum-making, geo-capabilities and powerful knowledge are helpful mechanisms toassistteachers inthinkingabouthowtheypresentGeographytotheirstudents,andbuildupon their everyday geographical experiences into disciplined, conceptually robustunderstandings.However,theaspectthatthecurriculum-focuseddebatesplay-downistherelationshipthestudenthaswiththesubject,andwiththeteacher.Thepaperarguesthatdespite the messages of curriculum making, there is a danger of Geography educationbecoming out-of-balance, with too great an emphasis on curriculum and knowledgetransmission. It is precisely by placing a greater emphasis on pedagogy that we can re-balancethedebateandfurtherseehowlearnerscanbeempoweredthroughgeographicaleducation.Itistheselectionofparticularactivities,toteachspecificgeographicalconcepts,toaparticulargroupof learnersataparticulartime,whichmakeupaGeographyspecificpedagogy. To illustrate this message, examples are discussed from narrative researchundertakenwithGeography teachers in Englandwhodescribe their pedagogical practice.Thesignificanceofthisargumentisthatthereisnoone“Geographyspecificpedagogy”butthatpedagogicaldecisionsmadebyteachersshoulddrawupontheirrelationshipwiththesubjectandtheirdetailedknowledgeoftheirparticulargroupofstudents.Thesemakeuptwosidesofthedidactictriangleandareausefulwayofviewinghowteacherscaninteractwithcurriculum.Indeedthemessageofthepaperisthatteachersshouldviewcurriculumasastimulusforpedagogicalcreativity.Thepaperoutlineshowsuchanapproachaddsgreaterclarity to theconceptofgeo-capabilities,andalso to theproblemofgeo-ethicswithinaneducationalcontext.Keywords:Pedagogy,Didactics,Curriculum,Geocapabilities,CurriculumMaking

CriticalThinkinginGeographyCurriculum–ADiscourseStudyofSingapore’sUpperSecondaryGeographyTextbookSingEeLimWithanincreasedemphasisonteachingthinkingskills inthe21stcenturycurriculum,thispaperexploreshowcriticalthinkingisconceptualisedinGeographyeducation.Adiscoursestudy of Singapore’s upper secondary Geography textbook is carried out to examine theconceptualisations of critical thinking evidenced and explores the reasons for theseobservations. However, the study has to first establish two broad concepts, which areimportant in their own academic field namely, critical thinking and geographical thinking(GA,2012).


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By employing Fairclough’s Critical Discourse Analysis, this study examines the topic onTourism in Singapore, taken froma sectionof thenewGeography textbook. The tourismdiscourseisanalysedthroughdiscourserepresentationstoevidenceforthevariouscriticalthinking concepts observed. It shows that critical thinking in Singapore’s tourism isconceptualised as a set of pure “cognitive skills” and not in the “emancipatory” sense ofcritical thinking associated with liberal democracies. The study also demonstrates howrepresentations of geographical concepts influence one’s propensity to thinkinggeographically and critically. It argues that thinking geographically is a subset of criticalthinking,andiscrucialforextendingthecriticalthinkingconceptinGeography.Further, by critiquing power relations through discursive practice, the study attempts toexplainthe“cognitiveskills”typeofcriticalthinkingevidencedintheSingaporesociety.ThepapersuggeststhatcriticalthinkingintheSingaporecurriculumisinfluencedbythepowerstructuresinherentinitssocialandinstitutionalpractices,andthushighlightsthetensionsandcontradictions thatpresent challenges in sustainingcritical thinking inSingapore,andwithinGeographyeducation.Keywords:CriticalThinking,GeographyEducation,ThinkingGeographically,MastersDissertation

ChangesinPupils'MapSkillsinLowerandUpperSecondarySchools:ACaseStudyofCzechiaMartinHanus,MiroslavMarada,DanaŘezníčková,TerezaKocovaandVeronikaFikarováThis empirically based paper is (in its authors’ views) highly relevant to the conferencethemes,mainly itsNo.3,“Learningandinstruction,”andNo.4,“Assessment”(intermsof(1), which is an investigation into the efficiency of the learning process; and (2) anassessment of students’ level of map skills). The results presented in the paper may behighlyvalued(onaccountoftheirbenefitforbothpracticeandtheory).Mapskillsandtheirdevelopmentconstituteakeyelementofgeographiceducationatprimaryandsecondaryschool levels. This has beenpushed into the foreground especially by a curricular reformwhich places an increased emphasis on the development of students’ skills, both on thegenerallevel(alsoknownascompetences)andinspecificsubjectfields.MapskillsthencanbecountedamongkeysubjectskillsspecifictoGeography.Thepaperdealswith themap skills of Czech students aged11, 15 and18 (at theendofprimary, lower secondaryandupper secondary levels).As themain research tool,amap-skills testwasused. Itwas constructedasadifficultygraduating test containing the tasksthat verified map skills (prescribed for the three mentioned levels by binding curriculardocuments)ofstudentsofallagegroups.Theanalysiswasbasedon(1)theresultsofamap-skills-leveltestingthatwascarriedoutin2011/2012,and(2) itscomparisonwiththeresultsofare-testingin2015/2016.Thesameschoolclasseswereobserved.Thankstothis,wecaninvestigatethechangeinthemapskillsthatadvanced/declinedamongpupilswhilestudyingoneeducationallevel.Inaddition,wemay identify inwhichway the resultswere influencedby students’ age, sex, school type,interest in Geography and other characteristics, and to what extent this influence ofindividual characteristics on the results has changed. Based on the results, it could beconcluded that all observed school classes havepositively developed theirmap skills and


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reached a higher score in the test. However, there were significant differences betweenschooltypes–i.e.grammarschoolstudentsweremoresuccessfulthanelementaryschoolstudents (althoughboth correspond to the lower secondary level). Furthermore, themapskills development (i.e. the difference in the success rate) is considerably higher amonglowersecondarystudents thanuppersecondarystudents. Inaccordancewithmanyotherresearchprojects, itcanbestatedthatboysweresignificantlymoresuccessful in thetestboth as awhole and in its separate parts.On the other hand, comparedwith 2011, girlsreachedamorepositivechange(i.e.theyhavemoreadvancedintheirmapskills)thanboys.The overall research into map skills is rather rare when it comes to central/easternEuropeanresearchintoGeographyeducation.However,duetoitsuniqueconcentrationonalong-termexaminationofthesameclasses,thepresentedresearchmaybringinterestingconclusionsforresearchersfromotherregions.Keywords:GeographyEducation,MapSkills,Testing,Level,Development,CaseStudy,Czechia

EnvironmentalEducation

Education for Sustainability in the Portuguese Geography Curriculum: AnEpistemologicalEvaluationFernandoAlexandreTaking into account the conceptual and methodological propositions in which the mostcommondefinitions ofGeography are anchored, thus it seemsuncontested the role thatgeographicaleducationcanplayasregardsthedevelopmentofeducationforsustainability.Thestrategiesthatshouldframetheteachingandlearningpracticesinbothdomainsmustberootedintwobasicprinciples:(1)theymustbringtogetheraction,problemsolvinganddecision-making processes; (2) they ought to reveal and explain the interaction betweendifferentkindsofphenomena.As geographical education enlightens the relations between man and nature, so it alsoshouldallowstudents to recognizehow indefinableornegligible theboundariesbetweencurricula subjects are. Moreover, while it explains such relations by merging economic,social, cultural and political perspectives so it can lay the basis for a comprehensiveapproachtosustainabilityandassurethedevelopmentofnewkindsofvalues,attitudesandbehaviours and lead to a collective identity paradigm on citizenship. In Portugal, thedefinition of essential competences for compulsory education (e.g. primary and lowersecondary)wastheoutcomeofawide-rangingdebatethat tookplacebetween1996and2001. The process of defining these competences involved teachers and researchers,educationalassociationsandmovements,thecivilsocietyingeneral.Butthepoliticalshiftthatoccurredin2011ledtoimportantchangesasregardsthenationalcurriculumframeofreference,aprocessthataffectedthecurriculumaimsandeducationalvalue,morethanitsdisciplinarystructure.Giventhiscontext,thepaperintendstoaddresstwomainquestions:a) in what way does the Portuguese national Geography curriculum promote thedevelopmentofstudents’literacyasregardssustainabledevelopment?b)Howdothenewnationalstandardsforlowersecondaryeducationissuedin2013revealaparadigmshiftasregardsthedevelopmentofbothgeographicalandsustainabilityeducation?


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Thepaperwillproposearationaleforthedevelopmentofeducationforsustainability(ES)thatwillserveasaframeworktoanalysethemeaningofESthatemergesfromthecontentthat is built-in the Portuguese Geography curriculum for compulsory education (ISCED 2,lowersecondaryeducation–7th,8thand9thgrades).Suchanalysiswillalsobefocusedonthedomainofscienceeducation,bywayofthecontentsanalysisoftheexistingsyllabusforphysical-naturalsciencesandGeography.Itwillthenweighagainstthecontentofboththecurriculumrevisedin2001andofthenationalstandardsapprovedin2013,inordertoshowhowthelaterreinforcestherigidityofthecurriculumthematicbreakdown,thusinhibitingboth the curriculum’s interdisciplinary management and a systemic approach togeographical as well as to sustainability issues. On the whole, the paper intends todemonstratehowtheGeographycurriculumthatPortugueseschoolsare implementingatthe national level is rooted in a piece meal approach that undermines the attempts tomeaningfully interrelate human, natural, economic and social topics, thusweakening anyteachingstrategydesignedtoimplementasoundapproachtoeducationforsustainability.Keywords:GeographicalEducation,Curriculum,EducationforSustainability,Competences,LearningTargets

ESD Lessons toRaiseAwarenessof Social Participation in a JapaneseElementarySchoolShigefumiNagataJapanlauncheditsownversionofthe“DecadeofEducationforSustainableDevelopment”(DESD) in 2006. According to the Japanese curriculum guidelines in the 2008 edition forsocial studies of elementary school, students are to be expected to participate in theplanning of public matters for the formation of a sustainable society.Moreover, foreignlanguageactivity,aimedatcultivatingcommunicationskillsandfosteringanunderstandingofculture,wereintroducedattheupperlevelsofelementaryschools.ThegoalofESDistoencouragereformamongstudents,leadingthemtotakeactiontowardtherealizationofasustainablefuture.IntermsofESD,geographicaleducationaimstoraisestudents’levelsofsocial understanding and awareness of the need for social participation. The researcherbelievesthatsocialparticipationconsistsofthinkingleadingtoactivityandactualactivity.The purpose of this research was to develop ESD lessons to raise awareness of socialparticipationinJapaneseelementaryschools,focusingonGeographyeducationandforeignlanguageactivities. The researcherutilized an activity bywhich students investigatedandreportedtoforeignstudents.Thereby,studentscannoticeproblemsofthegivenregioninrelationtothemselvesandcannoticeaboutrelationshipswithotherregionsbyreportingtoaforeigncountry.First,studentsidentifiedaproblematicconditionintheregionrelatedtothe main themes within ESD as a field. Next, they considered possible solutions to theproblem.Finally, they reported the resultsof their learning to foreign students throughavideo conference. The researcher developed ESD lessons across various environmentaldomains in collaboration with class teachers of elementary school. The studentsinvestigatedaparticularESDthemeforaperiodofthreeyears,assetoutbelow.Fromtheperspective of the formation of a sustainable society, students came to recognize globalissues and think about solutions in their particular fieldof investigation, and reportedontheirinvestigationtotheworld.


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The researcher administered a questionnaire to the students, once at the beginning andonceattheendofeachlesson.Students’responsestotheitems“Iusuallythinkabouttheregion”and“Iwouldliketoparticipateinactivitiestoimprovetheregion”showedthattheirlevelofconsciousnesswasraisedacrossallthelessons.Thus,theESDlessonsdevelopedforthisresearchwereabletoraisestudents’awarenessoftheneedforsocialparticipation.TheresultsrevealthatESDlessonscaninducechangeinstudents’attitudes,andconsequentlyintheiractions.Studentsmightcometoregardtheirownproblemsfromaglobalviewpointthroughactivitiesinwhichtheyreportontheproblemsofaregiontoforeignstudents.SuchESD lessonsmaybeeffectivenotonly inelementaryschoolsbutalso inhighschools.ThisresearchcanberegardedasthenewevolutionofESDinJapan.Keywords:EducationforSustainability,SocialParticipation,EnvironmentalDomain,ForeignLanguageActivity

TeachingaboutClimateChangeforEnvironmentalCitizenshipLi-ChingHoandTriciaSeowIn this paper, we make the case for the integration of the concept of environmentalcitizenshiptoclimatechangeeducation.DrawingontheframeworkdevelopedbyBerkowitz,FordandBrewer(2005),weseeclimatechangeeducationasconsistingoffouroverlappingelements:climatechangeliteracy,civicliteracy,valuesawareness,andinternalandexternalpoliticalefficacy.Thesedimensionshavesignificantpedagogicalandpolicyimplicationsforclimate change education andwe argue that all these elements are interrelated and arenecessaryforeffectiveclimatechangeeducation.ThispaperutilizesacasestudyframeworktoanalysethecaseofclimatechangeeducationinSingapore.Inparticular,wefocusontwolevelsofcurriculummaking.Attheinstitutionallevel,weexaminetheinfluencesoncurricularpolicydecision-making,focusingparticularlyonpoliciesdesignedtopromoteknowledgeandawarenessoftheissueofclimatechange.At theprogrammatic level,weanalyzehow thesediscourses are then translated into thenationalGeographyeducationcurricularframeworkandtheMinistryofEducationapprovedtextbook for secondaryschools.Thisanalysis isundertakenwith theaimofpresentinganalternative model of climate change education that better addresses students’ civicengagementandparticipationwithinascientific-socialissuelikeclimatechange.Keywords:ClimateChangeEducation,EnvironmentalCitizenship,CivicLiteracy

SupportingGeographyTeacherProfessionalism

SupportingTeachersinGeographyLiteracy:NewParadigminTeacherIdentityCarolineHoandVijayaRaniNadarajahThis paper examines how the development of teacher identity in the subject Geographycould be fostered by supporting professional development of teachers by deepening theways of thinking, reading, speaking andwriting (Butler, 2015; Jackson, 2006) through anenhancedawarenessoftheliteracydemandsofthesubject.Since2011,anationalinitiative


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bytheMinistryofEducation(MOE)tosupportschoolsundertheWholeSchoolApproachtoEffectiveCommunication inEnglish (WSA-EC)programmewasspearheadedbytheEnglishLanguageInstituteofSingapore(ELIS).WSA-ECisstrategicallyaimedatimprovingstudents’communicationskills inEnglish(ELIS,2011)acrossallcontentsubjects.This isgroundedintheMOE’sbelief thatakeyaspectofempoweringstudentstocommunicateeffectively inEnglish is understanding andmeeting the literacy requirements in various disciplines. Asstudents’literacydevelopmentprogressesfrom‘basicliteracy’to‘intermediateliteracy’and‘disciplinary literacy’ (Moje, 2007; Shanahan&Shanahan, 2008, 2012), there is aneed toaddress the uniqueways of knowing, communicating and constructing knowledgewithinand across disciplines. Anchoring teachers’ professional identity on concrete teacherpracticeandtheirperspectivesonhowtheyworkwiththerelevantsubjectmatteristiedtothe‘why’,‘what’and‘how’ofthewaytheycommunicateandworkstowardsbuildingtheirprofessional identityassubjectteachers.Thispaper, inexaminingteachers’ identity inthecontextof the literacypractices related to thesubjectmatter they teach (Shulman,1986,1987), fills a current gap in the field,whichhasnotbeenwidely researched (Drakeet al,2001),particularlyintheSingaporecontext.CentraltothefocusofthispaperisexamininghowaprofessionaldevelopmentprogrammeofferedbytheAcademyofSingaporeTeachersincollaborationwithELISwhichwasaimedatdeepeninggeography teachers’disciplinary literacyhasattempted tonurture teachers’professionalidentity.TheprogrammedrawingontheliteracyguideresourcedevelopedbyELIS and integrated into the Curriculum Planning and Development Division (CPDD)Teaching and Learning Guide for Geography (2013) seeks to enable Secondary (Middleschool) Geography teachers to understand key concepts in Geography literacy; identifylanguage-specific demands forGeography; andapply strategies for language support thatsupport effective communication of the subject. Data sources drawing on a case-studyapproach through selective teacher and student profiling representative of mainstreamschools include lesson recordings, instructional materials, facilitators’, teachers’ andstudents’ feedback from interviewsandsurveyswillbehighlighted.Participants’ feedbackwill be discussedwith regard to the benefits and challenges faced in embedding subjectliteracyineverydaylearning,andtheimpactofempoweringpractitionerswithanenhancedawareness of literacy practices on students’ learning. The study adopts a data-drivenapproach with a more grounded orientation to data (Glaser & Strauss, 1967) throughqualitative discourse analysis drawing on open thematic coding. The paper closes with adiscussionofpedagogicalimplicationsandrecommendationsforpractitionerswithafocusontheimpactofliteracypracticesasameansofdefiningandshapingGeographyteachers’professional identity, and highlighting how covering a subject differs from teaching adiscipline(Buehl,2011).Keywords:GeographyLiteracy,TeacherIdentity,Communication,Subject-SpecificVocabularyReferences

• Buehl,D. (2011).Developingreaders intheacademicdisciplines.Newark,DE: InternationalReadingAssociation.

• Butler, J. (2015, January). Thinking, inquiring and literacy skills in the geography classroom. Paperpresented at AGTA 2015 Conference, Rotorua, New Zealand. Retrieved on 27 October 2015 fromhttp://agta.asn.au/Conferences/conf2015/presentations/Butler_J.pdf


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• CurriculumPlanningandDevelopmentDivision,MinistryofEducation(2013).Teachingand learningguide for Geography. Singapore: Curriculum Planning and Development Division, Ministry ofEducation.

• Drake,C.,Spillane,J.P.&Huffered-Ackles,K.(2001).Storiedidentities:Teacherlearningandsubject-mattercontext.JournalofCurriculumStudies33(1),1-23.

• English Language Institute of Singapore (ELIS). (2011). Whole school approach to effectivecommunication. Retrieved on 2 November 2015 from http://www.elis.moe.edu.sg/professional-learning/subject-literacy

• Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitativeresearch.Chicago,IL:Aldine.

• Jackson,P.(2006).Thinkinggeographically.Geography,91,199-204.• Moje,E.B. (2007).Developingsocially just subject-matter instruction:A reviewof the literatureon

disciplinaryliteracyteaching.ReviewofResearchinEducation31,1-44.• Shanahan,T.&Shanahan,C.(2008).Teachingdisciplinaryliteracytoadolescents:Rethinkingcontent-

arealiteracy.HarvardEducationalReview,78(1),40-59.• Shanahan,T.&Shanahan,C.(2012).Whatisdisciplinaryliteracyandwhydoesitmatter?Top.Lang

Disorders,32(1),pp.7–18.• Shulman,L.S.(1986).Thosewhounderstand:Knowledgegrowthinteaching.EducationalResearcher,

15(2),4-31.• Shulman,L.S.(1987).Knowledgeandteaching:Foundationsofthenewreform.HarvardEducational

Review,57(1),1-22.

StrengtheningTransformativeEnvironmentalLearningthroughGeographyTeacherEducation:TheCaseoftheFundisaforChangeProgrammeinSouthAfricaDiWilmotSouthAfrica,likemanydevelopingAfricancountries,facesmanypressingenvironmentandsustainability issues and challenges including climate change, loss of biodiversity and ascarcityoffreshwaterresources.Teachereducationforsustainabledevelopmenthasbeenidentified as a global priority under the UN Decade of Education for SustainableDevelopment,intheGlobalPlanofActionforSustainableDevelopment(post-2015)andtheAfrican Environmental Education and Training Action Plan (2015-2030). South Africaneducationpolicysupportsmainstreamingenvironmentandsustainabilityeducationintothenationalsystemofschooling.Withenvironmentandsustainabilityconceptsforming50%ofthe content of the Geography curriculum, Geography has a key role to play in enablingenvironmental learning. However, research in environmental education and schoolGeography has shown that few teachers understand the environment and sustainabilitycontentspecifiedinthecurriculum,andwhereteachingistakingplace,itoftenfocusesonproblemsandissuesandawarenessraisingratherthancoreconcepts.The paper responds to the need for practical ‘how to’ examples for strengtheningtransformativeenvironmentallearninginGeographyteachereducation.UsingtheTeachingClimateChangeexemplar,thepaperexplainshowtheFundisaforChangeprogrammehasdevelopedandisimplementingteachereducationmaterials,availableascommonpropertyresources,whichsupportteachercapacitytoenabletransformativeenvironmentallearningin school Geography. The theoretical constructs underpinning the Fundisa for Changeprogramme‘s design and pedagogical approach, and teacher professional developmentmodelarediscussed.The insightsthispaperprovidesmayopenawindowtosomefuturepossibilitieswhicharerelevanttoGeographyteachereducationinothernationalcontexts.


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Keywords:TeacherEducation,TeachingResources,ClimateChangeEducation,EnvironmentalLearning

IsthereaGeographicalGene?ExploringTeachers’GeographicalIdentitiesEmmaTillPrimary school teachers in England are usually responsible for teaching all pupils in theirclass all curriculum subjects. Therefore, it is likely that the relationship that an individualteacherhaswithsubjectswillbesignificantinrelationtotheirpractice.ThispaperreportsonthepreliminaryfindingsfromempiricalresearchundertakenwithagroupofexperiencedEnglishprimaryschoolteachers,whoopenlyexpressanenthusiasmforGeography.LambertcontendsthatresearchinthefieldofGeographyeducation‘needstobemorethaneducational research with a geographical hue,’ (Lambert, 2010:85) and that it should beconcerned with both Geography and education and how they are related, because bothGeography and education are important. By gaining a better understanding of therelationships with Geography, held by teachers who are enthusiasts for the subject andidentified as experts in their classes and schools, this research aims to contribute todeveloping the teaching ofGeography and empower learners for the increasingly diverseworld thatwe live in. In addition, it aims to develop amethodological framework,whichenablesteacherstoreflectspecificallyonaspectsoftheiroverall identityasateacherandwhich it ishopedwill thenbenefit themaspractitioners.HargreavesandMarshall (2003),contend that by understanding the relationships that individual teachers’ have withparticular subjects, it can start to explain how these individuals’ views of themselves,influencestheirmotivationandpossiblyevenperformanceinteachingthesubject.The research involved critical analysis of the relationship between individual’s subject-specific knowledge, aspects of pedagogy and overall teacher identity. Hermeneuticalphenomenologywasemployedasamethodologicalapproachanddatawascollectedoverthe course of one academic year, in order to establish the phenomenological essence ofeach of the participants’ relationships with the subject. Research methods used includesemi-structuredinterviewsandthecollectionofsupplementarydocumentaryevidencei.e.personaljournalentriesandconceptmaps.Theprimaryaimoftheresearchwastoexploreeach of the participant’s unique geographical stories. Thematic analysis of the data wasemployed using the principles of phenomenology (Moustakas, 1994), with the aim ofdiscerning convergent anddivergent themes inorder to conceptualize the relationshipofeach individual with the subject. In addition, considerationwas given to the relationshipbetweenindividuals’subjectidentityandtheiroverallidentityasaprimarypractitioner.Thispaperwillspecifically:

1. Reflect on themethodologyusedand considerhow it couldbeused to reflect onother aspects of teacher’s practice and how this might be useful in a variety ofeducationalsettings.

2. Report on the emerging themes from the preliminary data analysis and the earlyresearchfindings,comparingthesetopreviousresearchundertaken.

Keywords:GeographicalIdentities,TeacherIdentity,SubjectIdentity,PhenomenologyReferences


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• Hargreaves, D. &Marshall, N. (2003) DevelopingMusic Identities. Music Education Research 5(3),263-274.

• Lambert, D. (2010) Geography Education research and why it matters. International Research inGeographicalandEnvironmentalEducation,19(2),83-86.

• Moustakas,C.(1994)Phenomenologicalresearchmethods.ThousandOaks,CA:Sage.

ALessonStudyonUsingRefutationInstructionforClimateChangeEducationinaGeographyClassroomChew-HungChangandLibertyPascuaAsinformationaboutclimatechangefloodsourlivesthroughdifferentmedia,therearestillmanystudentsandteacherswhofindthetopiccomplexandconfusing.Studentsareoftenchallengedbynewinformationaboutclimatechangeastheymakesenseoftheinformationbased on their geographical knowledge. Several studies point to misconceptions inknowledgethathinderstudents'understandingoftheissue.Usingalessonstudyapproach,this studyexaminedprevailingmisconceptions andmeasured their tenacity to instructionwith refutational texts. The author collaborated with Geography teachers designing aninterventionusingrefutationtextsandinstruction.Significantimprovementinthestudents'climatechangeconceptualunderstandingfollowingtheinterventionthroughapre-testanddelayed post-test comparison. Twenty five misconceptions were successfully refuted,student's performance on thirty three misconceptions showed some improvement inunderstanding, while eight misconceptions prevailed. The presentation focuses on thelessonstudyprocesswithaviewtoelucidatehowthemisconceptionshavebeenrefuted.Keywords:GeographyEducation,ClimateChangeEducation,CurriculumMaking,LessonStudy

TechnologyandGeographyEducation

Learning Geography with Geospatial Technologies: The Digital Atlas for SchoolEducationRafaeldeMiguelGonzálezTechnological advances have revolutionised lecture halls and classrooms alike facilitatingnewwaysoflearning.Thecloudcanbeveryeasilyintegratedintodailylessonsandresearch.Activemethodology improvesspatialanddigitalcompetencies. In thiscontext, theSchoolDigital Atlas (ADE) is created on the ESRI platform ArcGIS Online. It contributes tomotivatingstudentsinGeographySciencesandskills,encouragingefficiencyinqualityopengeodata management in order to improve learning results. ADE deals with the currentsecondaryschoolGeographycurriculum.ThereforeitistransformingadescriptivecharacterintoGIScompetenciessoastoachievecriticalandsmartgeospatialthinking,whichareverynecessaryelementsforthefutureworkof21stcenturycitizens.Lecturesandlessonshavebeencompletelyturnedaroundduetotechnologicaladvancesandtransformations.Thisisimprovingandenrichingthewayoflearningwithanaturaluseofthecloudinteachingandlearningwhichinturnenhancesactivemethodology.Newmappingtoolsallowforadeeperunderstanding by students when dealing with neogeography and other recent aspects


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whichthesyllabusreflectssuchasthecrisis,globalisation,sustainabilityaswellasterritorialandsocioeconomicinequalityinSpain.Within such a transformation framework the Digital School Atlas (ADE) emerges. It is aninteractiveatlasontheArcGISOnline(AGOL)platformofgeospatialESRItechnology.Intheend, the AGOL platform has been adopted for Atlas implementation based on its easyinteractionwithArcGISDesktop,which is auseful tool formakingand improving contentandforafinaldatavisualization,soitintegratesinteractivityandusability.Thus,ADEdealswith an efficient approach to climate changes, urban processes, the crisis, globalization,sustainability and territorial and socioeconomic disparities among other topics on thesecondary school curriculum. The tool could be seen as a challenge from an educationalpoint of viewonGeography research at school. It is also possible to enhance interactionbetween university and secondary lessons during initial and in-service teacher training.These technologies enhance and contribute to acquiring competencies in professionaldevelopmentsuchasdigitalcompetencies,spatialthinkingorteamwork.ADEisaWebGISadapted to the school curriculum, to teacher training necessities found in the SecondarySchoolTeachingMaster’sandtootherspatialcontentoftheGeographyDegree.The ADE is an innovative material for curriculum objectives and a new resource thatenhancesandexpandsonthepossibilitiesofferedbyprintatlasesforteachingandlearningGeography in secondaryeducation.Although schemeandorganizationmaybe similar, itsdigitalnatureallowsgreatinteractionamongstudentsaswellasaprocessdevelopmentofspatial learning by discovery. It also has functions of a GIS, and its layered organizationallowsstudentstounderstandthecomplexityoftheelementsinvolvedintheorganizationofterritory(physical,social,economic,politicalandcultural)resultingfromtheirinteraction.All this ismadepossible throughasimpleupdateof informationatavery lowcost.WidedisseminationofADEwilltakeplaceinSpanishsecondaryschools,withthesupportoftheSpanish and international leaders in geographical education, both cited throughout thiswork.Thispaperwill combine theoreticaldebate ingeospatial technologiesand spatial thinkingeducation, with research method for implementing ADE in schools as a best-practiceexperiencetoobtainresultstoimproveGeographyeducation.Keywords:SchoolDigitalAtlas,WebGIS,Geodata,GeographicalEducation,Spatialthinking

Geography Education with Geospatial Technologies in Indian Schools – CurrentContextandFutureOpportunitiesAparnaPandeyGeography education in India aims at making children capable of becoming active,responsible, productive, and caring members of society. Keeping in view potential ofGeospatialtechnologyintheareaofgeographyeducation,ithadbeenintroducedinIndianschoolGeographycurriculummorethanadecadeago.However,itisstillinincipientstageat school level in India. Online e-learning Geospatial portal School Bhuvan developed byNationalCouncilofEducationalResearchandTraining(NCERT)incollaborationwithIndianSpaceResearchOrganisation(ISRO)isanattempttomakegeospatialtechnologyaccessibleandcomprehensibleforstudentsatdifferentstagesofschooleducation.Severalattempts


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have been made at the national level to provide quality education in schools throughcapacitybuildingof in-serviceteachers.Thestudywillalsofocusoneffortsmadeonneedbasedandcustomisedin-serviceteachereducationprogrammesingeospatialtechnologiesorganisedatthenational levelandits impactontheintegrationofcontent,pedagogyandgeospatial technology in teaching-learning of Geography in the classroom. Future ofgeospatial technologies in Geography education will be discussed in the light of NewEducationPolicy.Keywords:GeospatialTechnology,GeographyEducation,In-serviceTeacherEducation,SchoolBhuvan

Web-based GIS: Innovations in the Changing Landscape of GIS in GeographyTeacherEducationMaryFargherThis paper explores the role of web-based GIS in postgraduate Geography educationcourses, drawing on evidence from amaster’s course that contributed to a GIS researchproject. The author shows that integrating web-based GIS through active learning canaugmentstudentsunderstandingofthefundamentalconceptsofGISaswellasintroducingnewknowledgeofdigitalgeographicalenquiriesandpublishing theirownmapsonline. Inaddition, this approach can foster renewed interest in engagingGeography teacherswithGIS.Keywords:Web-BasedGIS,GeographyTeacherEducation,ActiveLearning

WhatTypeofICT-enabledLessonsforaGeographythatMatters?

Water Quality GI with ArcGIS Online: What is the Quality of the Ulu PandanWaterway?DarrenTayICT isaneffectiveenablerof individualandcollaborative learning. Inthisprojecttargetingthe Secondary One Geographical Investigation, we have adopted a new ICT platform toenrichandwidenthescopeofstudents’analysis:byincreasingtheamountofdatastudentscanworkwith,aswellasprovidingaspatialvisualisationofthedatacollectedfromwhichtheycandrawoutsubstantiveconclusionsfortheir investigation. Inthispaper,weaimtoexaminetheusefulnessandeffectivenessof theuseof this ICTplatformbyreviewingthestudents’workandourteachingexperiences.

GIS-facilitatedInquiryinTourism:EffectonStudents’AwarenessofScaleVictorChiaThestudyofGeographygivesstudentsaparticularsetofperspectivestomakesenseoftheworld they live in and to understand the complexity in relationships between differentphysical and human factors. The spatial perspective in the study of Geography helps


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students see and describe the physical and human phenomena in this world and toappreciatethepatternsandinteractionsbetweenphysical&humanprocesses.Singapore is a small island nation with rarely any tectonic and extreme weatherphenomenon occurring ; our students tend not to fully appreciate and understand theconcept of space and scale given their limited prior experience of such physicalphenomenon.The introduction toGeographic InformationSystem(GIS),acomputer systemdesigned tocapture, store, manipulate, analyse, manage, and present all types of spatial and/orgeographicaldatawhichiscurrentandwiderangingprovidesavaluabletoolandplatformforstudentstolearnvariousgeographicalconcepts,suchasspace,place,time,environment,and inter-relationships. It also gives students theopportunity to visualize andmanipulatecurrent authentic data, derivepatterns, anddetermine relationships. Theplatformallowsstudent to learn independently, to construct knowledge for themselves and build uponknowledgefromeachotherthroughcollaborationingroups.

School Leadership and Teachers’ Comfort in Using ICT: The Case of Lower-SecondaryGeographyEducationinSingaporeNoahZhangThis research explores how the performances of school leaders influence Geographyteachers’comfortlevelinusingICTtoenhancegeographicallearning.Throughsurveysandinterviewswith10practisingGeographyteachers,thisstudyfindsthatschoolleadersplayamajor role, particularly themiddlemanagers (e.g. Subject head inGeography orHead ofdepartment for Humanities). This study is also alignedwith incipient findings that schoolleaders are remarkably vital in sculpting an appropriate system and culture essential forteachers to feel comfortable using ICT in their lessons. Yet this study also finds thatGeographyteachersaremostlycomfortabledeliveringonlyICT-enabledlessonsthatinvolve‘spatial observation’, and school leaders are largely responsible for shaping thesetendencies.Keywords:GeographicalInquiry,ICT&GIS,ClassroomPractice,ActionResearch

ThePotentialRolesofCitizenScienceandSmartphoneApps inGeographicalandEnvironmentalEducationPaulGoldschaggTheEducation2030agendacontainsanewfocusonincreasedandexpandedaccess,equityand inclusion,qualityand learningoutcomes,and lifelong learning.Oneway inwhichthisagendamaybeadvancedisthroughintegratingcitizenscienceintotheclassroom.Teachersoftenhearthetermcitizenscience,but it'snotusuallyclearwhat it isandhowitmaybeincorporated into their classroom practice. This paper will explore the potential roles ofcitizenscienceandsmartphoneappsingeographicalandenvironmentaleducationbasedona studyof apps currently available for use in the classroom. Inparticular, itwill focusonappswhichinformlearnersabouttheenvironment,appswhichfacilitatelearnersgathering


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fielddataontheenvironmentandhowthesemayadvancethegoalsoftheEducation2030agendathroughmeaningfullearnerengagement.Keywords:CitizenScience,GroundedEnvironmentalEducation,ConstructivistLearning

Getting Published with IRGEE – A Workshop for Early CareerResearchersandGraduateStudentsIRGEEandTaylor&FrancisThisworkshop isaimedat thePhDstudentandEarlyCareerResearcher.Taylor&FrancisandIRGEEwillpresentthisworkshopwhereparticipantswillworkinsmallgroupstocreateandshareasampleofwritingbasedontheirownresearch.Theworkshopwillexplorethepublication requirements of IRGEE and the process of reviewing papers. AQuestion andAnswersessionwithIRGEEEditorswillconcludetheworkshop.Keywords:Gettingpublished,IRGEE,EarlyCareerResearchers,GraduateStudents.

RoundtablePapers

GeographicalLiteracyEdwinChewandAliHaikalKhalidMuhammadUsing a Genre Analysis framework as done by Christie (2012), this study unravels thelinguisticstructuresthatare inherent inthestudyofGeography inSingaporeSecondary1classrooms.TheanalysisofthetextsusedinSecondary1Geographylessonsaimstorevealuniquelinguisticfeaturesandstructureswithinthesubjectthatcharacterizethenatureofits discourse. This collection of linguistic features resembles a new genre – of AcademicGeography – that adolescent students in Secondary 1 encounter for the first time.Deconstructingthegenrearguablyservesan importantrole in inductingstudents intothediscoursecommunity.Fundamentally,anunderstandingofthegenreprovidesteachersandstudentsanunderstandingofthewayAcademicGeographyispresented,allowingteachersto guide students in meaningfully understanding the texts. It also provides students theexplicitskillsofexpressingtheirknowledgeandunderstandinginassessments.Thisexplicitguidance is especially important for adolescents transitioning from Primary to Secondaryschool,astheyneedtobuild“subjectspecificliteracies”(MartinandRose,2008)astheyareintroducedtodifferentsubjectsinschool,mostofwhichengageabstractconceptsbeyondachild’s immediate environment. The studywill also suggest some strategies teachers canadopt intheclassroom,toencourageeducatorsandreinforcetheneedforall teacherstoshareresponsibilityforlanguageteachingacrossthecurriculum.Keywords:GeographyTeaching,Language,Literacy

References

• Christie, F. (2012). Languageeducation throughout the school years:A functionalperspective.NewJersey:Wiley.


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• Martin,J.R.andRose,D.(2008).Genrerelations:Mappingculture.London:Equinox.

GeographyandEvaluation:VoicesoftheStudentsintheClassroomFelisbelaMartinsAttheleveloftheteaching-learningprocess,evaluationispresentedasacomplexprocessbecause it involvesdifferentactors. Its function isnotonly to judgestudents. It isalso toevaluatethewholeprocessoflearning,includingtheactivityoftheteacher.Itisaprocessthat serves to formulate assessments by different stakeholders, including the studentsthemselves, on the merits or value of the work developed by the students which will,ultimately, contribute to making decisions that regulate the processes of learning andteaching. Thus, in thisbroad sense, theassessmentof learning includes theevaluationofknowledge, performance, skills, attitudes, procedures or more or less complex thinkingprocesses.Toconductassessment, it iscriticaltobuildthemostappropriatetoolstoassess learning.Thisisthecaseofobservationgridsthatallowevaluatorstoobservenotonlythefrequencyof behaviours but also their progression thereof. If the preparation and completion ofobservationgridsareimplementedintheclassroomandbythestudents,theapplicationofthese tools becomes effective. They are appropriate for self-assessment and observerassessment,servingtoexaminebehavioursandtoobservetheprogressionof learning.Allthisevidencecollectedbytheteacherisinlinewiththeestablishedevaluationcriteriaandthe more diverse they are, the more reliable. Different assessment tools have beendeveloped by teachers that applied in classrooms. Assessment tools of knowledge, butaboveall instrumentsongeographicprocedures,andattitudes.Thestudentswereabletoself -evaluate,butalsoevaluatedtogether.Thus, inthispaper,weintendtoexaminetheassessmentproceduresinwhichstudentshaveavoice.Throughobservationgrids,includingself-andobserverassessment,weshowhowstudentscontributetotheevaluationprocessandplayanactiveroleintheteaching-learningprocessofGeography.Keywords:Evaluation,Geography,Self-Assessment

GILearner:DevelopingaLearningLineonGIScienceinEducationLucZwartjesGeo-ICTispartofthedigitaleconomyidentifiedbytheEuropeanCommissionasbeingvitalfor innovation,growth, jobsandEuropeancompetitiveness.Asa rapidlygrowingbusinesssector,thereisaclearandgrowingdemandforGeo-ICTknow-how.TheuseofGItoolstosupportspatialthinkinghasbecomeintegraltoeverydaylife.Throughmediaagenciesthatuse online interactive mapping and near ubiquitously available tools like GPS and carnavigation systems, the general public has started to become aware of some of thepotential of spatial data. Space and location make spatial thinking a distinct, basic andessentialskillthatcanandshouldbelearnedinschooleducation,alongsideotherskillslikelanguage,mathematicsandscience.ThegoaloftheGI-Learnerprojectistointegratespatialliteracy,spatialthinkingandGIScience intoschools.Bednarz&VanDerScheemadethreerecommendations for the successful introduction and integration ofGIScience in schools.Thesewereto:


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• Address key internal issues related to GIS implementation: teacher training,availabilityofuserfriendlysoftware,ICTequipmentinschools.

• Useacommunityoflearnersapproachand• InstitutionalizeGIScienceintocurricula,makingsurethatitisalignedwithsignificant

generallearninggoalslikegraphicacy,criticalthinkingandcitizenshipskills.In termsof the first tworecommendationsconsiderableprogresshasalreadybeenmade,for example there have been more training opportunities for teachers as the EduGISAcademy (http://www.edugis.pl/en/), iGuess (http://www.iguess.eu), I-Use (http://www.i-use.eu) and SPACIT (http://www.spatialcitizenship.org) projects. Schools nowadaysgenerallyhavebetterICTequipment,pupilsareaskedbringtheirowndevices,dataismorefreelyavailableandWeb-basedplatformshavereducedcosts.Thedigital-earth.eunetworklaunched ‘Centres of Excellence’ in 15 European countries (http://www.digital-earth-edu.net).TheGeoForAllinitiativehasdevelopedanetworkofOpenSourceGeospatialLabsaround the world and has also focused its attention on school education(http://geoforall.org/). These initiatives have helped build capacity for a community ofpractitioners, in Europe and beyond, by collecting and disseminating good practiceexamples and organizing sessionswith teachers. However, there are still needs formuchmore training, additional learning and teaching materials, good practice examples and acomprehensive and well-structured compilation of digital-earth tools. Theinstitutionalization of geo-technology and geo-media into curricula still remains a goal inalmostallcountries.Ithasbyandlargenotbeenachieved,despitethedevelopmentof:

• benchmarks intended to give a rationale and recommendations for theimplementation to teacher trainers, teachers and headmasters, but also to policyanddecisionmakers

• competencemodels• teacher guidance (whereby teachers can select suitable tools to use, based on

curricula,abilitiesoftheirstudentsandtheirowncapabilitiesand• EuropeaninnovativeprojectslikeiGuess,SPACIT,EduGISAcademy,I-Useetc.

GI-Learner aims to respond to this by the development of a GIScience learning line forsecondary schools, so that integration of spatial thinking can take place. This impliestranslating thespatialandothercompetences, taking intoaccountageandcapabilitiesofstudents,intoreallearningobjectivesthatwillincreasespatialthinkingeducationactivitiesandhelpproducetheworkforceweneednowandforthefutureandgeospatially literatecitizens. A first step is to analyse the spatial thinking literature and how it turns intogeospatialthinking,thusdevelopingastateofarttakingintoaccountapsychologicalpointofview,aswellasdifferentspatialapproachesthatweimplementonthosestages:

• Spatialthinking• Criticalthinking• UsingGISandmakingsmartquestionsforageospatialcriticalthinking.

Allofthiswillhelpustocreatealearninglineshowingtheimportanceofgeospatialsmartthinking. The GI Learner project (http://www.gilearner.eu) will develop teaching andlearningmaterial for this aim, as well as an evaluation on the learning outcomes of thestudentswhousethesematerials.Keywords:GIScience,GIS,LearningLine,Project


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Geography,Fear,andtheCity:ExploringGeographiesofFearintheClassroomLaurenHammondEachday,wenavigatecomplexsocial,psychological,andphysicallandscapes,whichleadusto develop mental maps that shape both the decisions we make and our everydaygeographies (England and Simon, 2010). Fear, as defined by Tuan (1979, page 5), is ‘acomplexfeelingofwhichtwostrains,alarmandanxiety,areclearlydistinguishable’,inpartinformsourgeographiesbothonapersonallevel,andalsoaspublic(s)whodevelopwidersocial norms and our physical environment. Drawing on work on fear, the geographicalimagination,urbanenvironments,youngpeople’sgeographies,andcurriculummaking,thispaperexamines:

• What is theGeographyof fear?What aspects of fear affect people(s) imaginationandgeographiesofthecity?

• How,andwhy, is fearan importantfactor inexploringyoungpeople’sgeographiesandunderstandingofthecity?

• Finally, thispaperbuildsonwork fromtheYoungPeople’sGeographiesProject, inregardstoexperientialmapping,andtheexplorationofplacethroughphotographyand narratives, to argue that Geography educators are in a unique position toexploreyoungpeople’sperceptionandexperienceof fear,andhow itaffects theirlifein,andimaginationof,thecity.

Whilst fear has a variety of sources, the context of the citywas chosen due to the everincreasingurbanpopulationglobally(today54%oftheworld’spopulationliveinacity(UN,2014)). The city is a human construct which ‘manifests humanity’s greatest aspirationtowardsperfectorder andharmony,both in its architectural setting and social ties’ Tuan(1979,page145). Tuangoeson toargue thatas citieswere ‘built to rectify theapparentconfusionofnature’,itis‘deeplyironicthatthecitycanoftenbeseenasafrighteningplace’(page146).Assuch,‘sociologists,geographersandplannershavebecomepreoccupiedwiththeimportanceoffearinstructuringurbanlife’Hubbard(2004,page60).Hubbard (2003, page 60) goes on to argue that fear has become ‘socialised,instrumentalised,andcommodifiedtotheextentthatitisnowasourceofprofit’withinourworld.Hereferstodisparitywithinthecity,andtopeoplewhohavethefinancialcapacityto, often choosing to purchase state of the art security and CCTV. This alongside globalthreats (e.g. terror, disease, andwar)which are often publicised in themedia, create anurbanlandscapesoffear,whichhavesocial,psychological,economic,political,andphysicaldimensions. Young people have to navigate all this, within the context of their socialconstruction as a group, which in a British city is often as innocent angels (who needprotecting) or wild devils (who need controlling) (Holloway and Valentine, 2000; Aitkin,2001).Thishasledto‘thechildandthecity(being)commonlyseenasincompatibleentities’Bavidge(2006,page232),Usingtheexampleofthecity,IarguethatGeographyeducatorscansupportyoungpeoplein exploring the source(s) and context(s) of fear, to both explore powerful geographicalknowledge on place, and urban landscapes. By utilising techniques such as experientialmapping, and exploring young people’s imaginations of place through photography andnarratives,Geographyeducatorsarealso inauniqueposition tosupportyoungpeople in


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deconstructingtheir imaginationsandgeographiesofthecity,toenablestudentstomakesenseoftheirgeographies,andthespaces,places,andlandscapesthattheyexistwithin.Keywords:GeographiesofFear,YoungPeople’sGeographies,CurriculumMaking

MakingofChildren'sAtlasPrasadGogateAtlascartography isno longerapurviewofgeographers. In theknowledgebasedsystem,atlasproductioningeneralhaslifteditsface.Overtheyearsthefocushasshiftedfromoldhistoricalmaps to theme based atlases. Atlas now has become a basic need of not onlygeographerbutevenofacommonman.Evenintoday’sgadgetbasedworldatlashasnotlost its importance in spite of the availability of onlinemaps.However in themajority ofatlasesemphasisisgivenindepictingmacrolevelinformationpertainingtocontinentsandcountries. InIndia,thereareseveralmappingagenciessuchasMcMillion,Oxford,PhillipsandSurveyof Indiawhoareactively involved in theproductionofsuchreferenceatlases.TheyaremostlyeitherinEnglishorHindi.Unfortunatelysofarnoattemptshavebeenmadeto produce atlas in regional language on the basis of Geography syllabus framed by therespective state boards for school children. The present paper highlights the conceptualframework, planning and production procedure of one such atlas which have beenproducedinregional languageofMaharashtrai.e. inMarathi.Thepaperalsotalkedaboutthe different innovative ideas used tomake the atlasmore attractive and catchy for theschoolchildrenbetweenagesof10 to12.Specialattentionwasalsogivento incorporateitemslikecrosswords,quiz,cartoons,pathfinders,specialvisualeffectswhichareotherwisenotfoundinanyregionalatlasof India.With50colourpagesofA/3size,thepriceofthesaid atlaswas kept less than 2 dollars as a social responsibility and catering the need ofschool children at grass root level. Paper also analyzed responses received from thedifferentstrataofthesocietyandthevariouscommentsreceivedfromlearnedscholarsofGeography.ThispieceofworkcanbeconsideredasuniqueinatlasproductioninIndia.Keywords:AtlasCartography,PictorialDepiction,Signs,InnovativeIdeas


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IndexofAuthorsAliHaikalKhalidMuhammad,47AlicePoh,33AliceYeoAiLee,15AparnaPandey,44AzizahAbdulRahim,33CarolineHo,39ChantalDery,19Che-MingChen,29Chew-HungChang,43ChristianeMeyer,18ClareBrooks,34ColoniusAtang,11DarrenTay,45Dg.NorizahAgKifleeDzulkiffli,11DiWilmot,41DonaldAlbert,8DonaldZeigler,28EdwinChew,33,47ElaineToh,25EmmaTill,24,42FaisalAman,10FelisbelaMartins,26,48FernandoAlexandre,37GeraldineChongLiHoon,15GillianKidman,9,21,22,23GuidoRiembauer,30IngaGryl,7IrisPauw,6IvyTan,28JadeChen,28JanMakWenLing,15JanisFoegele,31JasminMariyaMadasamy,33JeanaKriewaldt,21,22,23JoopvanderSchee,6JosephStoltman,19KamaliniRamdas,27KathrinViehrig,30KenPurnell,9LaurenHammond,50

LeoTan,5LibertyPascua,43Li-ChingHo,39LucZwartjes,48LynnMoorman,19MargaretRoberts,5,12MargaretRobertson,5MartinHanus,36MaryFargher,45MatthiasKowasch,32MichaelSolem,25MiroslavMarada,36NilsWolf,30NiranjanCasinader,21,22,23NoahZhang,46NormanGraves,19PaulGoldschagg,46PéterBagoly-Simó,34PrasadGogate,51PuayYinLim,25RafaeldeMiguelGonzález,43RainerMehren,31RobertBednarz,17,20RosleeTalip,11SarahBednarz,17,20SheauYangYak-Foo,27ShelaghWaddington,14ShigefumiNagata,38SingEeLim,35SoonSinghBikarSingh,11StephanieChewLiLing,15TakashiShimura,14ThiruvadanthaiGeetha,31TriciaSeow,39VeraFuchsgruber,30VictorChia,45VijayaRaniNadarajah,39WaiLingOng,20WongHengYee,33XinYingWong,13

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