E-learning in geography: An example of partial e-learning in in-service geography training.
The impact of global warming on storms and storm preparedness in Southeast Asia
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.
The relationship between height to width ratios and the heat island intensity at 22:00 h for Singapore
The statistical relationship between urban canyon height-to-width (H/W) ratios and nocturnal heat island intensities for public housing estates in Singapore has been examined. Although a number of similar studies have been conducted for temperate cities, this is a first attempt at correlating H/W to heat island intensities for a tropical city. Heat island intensities were examined specifically at 22:00 h because a previous study of Singapore's heat island determined that the heat islands were well developed by that time. A total of 17 Housing Development Board (HDB) estates were studied and at least two vehicle traverses were conducted for each estate on nights with a few days of antecedent dry weather conditions. H/W ratios for each estate were tabulated by proportion of building length. The statistical analysis demonstrates that there is a positive relationship between the heat island intensities and the median H/W, such that ΔTu−r(max)=0.952 (median H/W)−0.021, statistically significant at α=0.05 with a p-value of 0.001 and a correlation coefficient of 0.53. Copyright © 1999 Royal Meteorological Society
Design experiment or experimental design? Towards a methodology to study
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.
Is Singapore’s school geography relevant to our changing world?
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.
Reflections on web-based inquiry learning in Geography classrooms in Singapore
We often presume that when we engage a student in a web-based inquiry learning activity, the student will learn more effectively, become more motivated, and attain higher-order learning outcomes. To date, little empirical research has been published to confirm these assumption s. In particular, web based inquiry in the form of WebQuests ™ is widely practiced by teachers in Singapore, largely due to a pervasive evangelistic movement by the educational technology branch in the education ministry. This article puts together reflections about the use of web-based inquiry in the Geography classroom based on some empirical findings. The empirical study which examined how students use the web for an inquiry-based learning activity was conducted within the framework of an activity system, which investigated how the student (subject) interacted with the web (tools) in the learning process (production) to generate the observed learning outcomes (object). This involved the views of teachers as stakeholders (community) and the way the students worked in a group (division of labour). The findings involved issues with student motivation, information seeking behaviour, web access, learning outcomes, cooperative learning, and view s of stakeholders. Amidst the range of issues raised from the results, the findings do provide useful information on how future web-based inquiry learning activities, such as the use of WebQuests™ (Dodge, 1997), can be designed to better support teaching and learning in the Geography classroom.
Preparedness and storm hazards in a global warming world: Lessons from Southeast Asia
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.