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Policy learning through fieldwork engagement: A Geography classroom: Fieldwork assessment on issues of water for policy understanding
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Type
Book chapter
Citation
Lim, N. D., Heng, Y. K., & Das, D. (2022). Policy learning through fieldwork engagement: A Geography classroom: Fieldwork assessment on issues of water for policy understanding. In Sreeja Nair & Navarun Varma (Eds.), Emerging pedagogies for policy education: Insights from Asia (pp. 227–236). Springer. https://doi.org/10.1007/978-981-16-5864-8_12
Abstract
Fieldwork is essential for learning Geography as well as many other social science disciplines. Fieldwork also provides a critical and comparative perspective to the classroom concepts. In Asia, especially in countries such as Singapore, Hong Kong, and Taiwan, fieldwork engagement is seen and practiced heavily to learn classroom concepts, extend teachings and learn beyond the classroom through inquiry-based learning (IBL) and scaffolding techniques. This chapter delves into how fieldwork learning enhances Singapore university students’ inquiry-based capacity to acquire classroom concepts, and understand everyday water experiences and urban water policy in two Indian cities. After the two weeks of fieldwork understanding of the geographies of water in India, the students were able to conceptualize classroom learning and also were able to understand policy initiatives, similarities, and differences in relation to situational and cultural contexts. This chapter further delves into understanding the challenges of learning and possibilities of pedagogic innovations from incorporating fieldwork learning in public policy studies.
ISBN
9789811658631 (print)
9789811658648 (online)
Publisher
Springer