Chang, Chew Hung

This paper describes a baseline empirical study of Singapore secondary students' understanding of climate change . It reports that despite evidence of significant awareness on the topic , what learner's think they know does not match up with what they really know. Like other students around the world, their understanding of the phenomenon is not deep enough for accurate definition, explanation and linking of critical concepts together coherently and correctly. The paper critically examines how the introduction of a new national syllabus in geography in Singapore at grade 9level considers current developments in scientific discourse and affords the opportunity to help students develop values , knowledge, and skills to engage the climate change topic. The study argues for geographic education to be responsive in addressing gaps identified through updating the curriculum with current scientific discourse and by providing skills for students to engage a growing volume of information on climate change from various media.

How school geography should be taught has been a longstanding issue for geography educators. In some countries, state or national level curriculum predicates how the subject should be taught in schools. This paper examines these questions in relation to existing frameworks of conceptualizing school geography, such as the International Charter on Geographical Education. School geography in Singapore has evolved from regional geography to thematic geography to systematic geography. A review of the curriculum in 2007 resulted in a distinct form of school geography unprecedented in Singapore’s education history. Today, school geography in Singapore is learnt conceptually with national level assessment designed to that end. To what extent is this evolution in curriculum design in step with changes in our world? In response to the changes in school geography, pre-service and in-service teacher training has also responded by focusing on conceptual learning and inquiry. This paper will explore the state of school geography curricula in Singapore today, and the curriculum of teacher training, with the intent to critically discuss the state of geography education in Singapore. Although geography has remained a disciplinary subject whose place has yet been disputed, the big question of why study geography in the first place needs to be answered to ensure its continued survival. In particular, school geography will be examined for its relevance to a fast changing world. This critique ends by offering a reason to how geography plays an important role in education for sustainable development, and its relevance to Singaporeans or even any citizen of the world.

Arising from the metaphor and methods of the design and engineering fields, design experiment is a methodology whereby an artifact or intervention is designed based on a known theory with the goal of improving the artefact or intervention thrqugh the inquiry. Experimental design, on the other hand, refers to an investigative method in which variability in the experimental subjects or objects are compared. In developing a methodology to investigate if Geographic Information System (GIS) use with the problem based learning (PBL) approach will result in higher order learning outcomes, the concepts of design experiment or design-based research (DBR) and experimental design were considered. A combination of both approaches was adapted into a hybrid methodology that draws on the benefits of these two approaches to address the research question raised. In particular, experimental design was used in combination with microethnography to inform the design process of this study. The experimental design part of the study found that GIS use with PBL resulted in higher order cognitive skills use , such as applying and evaluating, while the use of recall reduced. Studying the preliminary results of the micro-ethnography showed that the affordances of the GIS technology such as spatial analysis tools helped students develop cognitive skills of analysis and evaluation. While initial conception of the methodology was a hybrid of both experimental design and design experiment, the resultant methodology was primarily a DBR which addressed the process of learning and the way that learning is supported by GIS. A key outcome in this methodology evaluation process is the importance of having a practitioner on the research team.

This study identified secondary school students’ alternative conceptions (ACs) of climate change and their resistance to instruction. Using a case-based approach, a diagnostic test was administered to Secondary 3 male students in a pre-test and post-test. The ACs identified in the pre-test were on the causes of climate change, the natural greenhouse effect and its properties, the enhancement of the greenhouse effect, the elements involved in heat-trapping and their characteristics. There were also notable ACs on the effects of climate change, mostly on how the phenomenon is related to non-atmospheric events such as tsunami, earthquakes, acid rain and skin cancer. The students confuse the Montreal with the Kyoto Protocol as the primary treaty aimed at curbing greenhouse gas emissions. Whereas there was significant improvement in students’ understanding in the post-test, the distribution of responses for each of the ACs showed that the reduction in erroneous responses was not sufficient to reject the ACs fully. The authors recommend that instruction should move beyond patchwork pedagogy to a more explicit acknowledgement, incorporation and direct refutation of misconceived knowledge structures.

According to the latest report by the Intergovernmental Panel on Climate Change (IPCC), "[w]arming of the climate system is unequivocal, as is now evident from observations of increases in global average air and ocean temperatures" (IPCC, 2007: 5) by about 0.8–1.0°C over the last 160 years. Based on a survey of literature on global warming and precipitation, there is agreement that the frequency of extreme precipitation events in Southeast Asia will increase with global warming. At the regional level, densely populated countries in Southeast Asia are vulnerable to these changes in precipitation events. This article provides a review of the potential changes to storm events in Southeast Asia, based on the understanding of existing scientific discourse. The article also presents two case studies of anomalous storm event in Southeast Asia, Typhoon Vamei and the extreme high rainfall event in December 2006 in Peninsular Malaysia, as indication of the potential impacts of global warming related changes to storm activities, highlighting the need for preparedness in adapting to the impact of global warming.

Our paper provides an introduction to, and context for, the 10 papers that comprise this special volume: Waterscapes Asia: Concepts and Practices. We discuss the various interpretations of what is meant by a “waterscape” and suggest some ways forward that may provide a bridge between the theoretical waterscapes framework and practical considerations that we hope will make the waterscapes concept more broadly useful. These 10 papers, representing contributions from India, Vietnam, Cambodia, Thailand, and Indonesia are decidedly applied and consider issues of inequitable socio-hydrological conditions that are impacted by flows of capital, political relations, and policy. Yet, they also represent efforts in quantifying water quality and quantity within the human-natural system nexus, and most importantly, the central theme of familiarisation as a path to more effective waterscape management.

The 2007 Intergovernmental Panel on Climate Change (IPCC) Assessment Report 4 found an average increase in global surface temperature of 0.74°C between 1906 and 2005. There is general agreement in the literature that the frequency of extreme precipitation events in Southeast Asia will increase with global warming. In particular, the potential impact of associated storm hazards will render the densely populated countries in Southeast Asia vulnerable to such changes in precipitation events. One main adaptation strategy given such impending changes is preparedness. Using existing literature and historical meteorological data, this paper establishes that Southeast Asia is indeed experiencing storms of higher intensities and more frequently. Two case of extreme storm event in Southeast Asia, the extreme high rainfall event in December 2006 in Southern Johor and Typhoon Vamei, are presented to consider the implications of the increased storm activities due to global warming. These two examples also discuss the need for preparedness in adapting to the impact of global warming.