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Enhancing fieldwork in social studies through remotely conducted structured academic controversies
Citation
Lim, K. Y. T. (2004). Enhancing fieldwork in social studies through remotely conducted structured academic controversies. Teaching and Learning, 25(2), 189-195.
Abstract
The Structured Academic Controversy was developed in the United States by Johnson and Johnson as a way of developing in students an appreciation of multiple perspectives of an issue. Much of the time,
the exercise is conducted in a face-to-face group setting in a classroom. This paper explores Structured Academic Controversy in an out-of-class situation and is used in enhancing fieldwork in social studies.
It describes a pilot study involving a class of secondary school students in Singapore, in which they were required to use the strategy of the Structured Academic Controversy to analyse socio-economic
issues pertaining to several field sites. Pairs of students conducted their collaborative investigations in real-time while still in the field, using modem technologies of text- and picture-messaging.
Date Issued
2004
Publisher
National Institute of Education, Nanyang Technological University (NIE NTU), Singapore