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

Abstract

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

Key Words:

• geographic education
• geographic content knowledge
• professional development
• active learning

Acknowledgments

Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the authors and do not necessarily reflect the views of the Singapore Ministry of Education and National Institute of Education.

Notes

1 Videos about field-based inquiry at the Jurong Eco-Garden can be found at http://sll.hsse.nie.edu.sg/Home/InquiryVideos.

Additional information

Funding

This study was funded by Singapore Ministry of Education under the Education Research Funding Programme (OER 19/15 TS) and administered by the National Institute of Education, Nanyang Technological University, Singapore.