Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorSeow, Triciaen
dc.contributor.authorIrvine, Kim N.en
dc.identifier.citationSeow, T., & Irvine, K. (2020). Understanding teachers’ knowledge and practice of lower secondary geographical investigations. National Institute of Education (Singapore), Office of Education Research.en
dc.descriptionNote: Restricted to NIE Staff.-
dc.description.abstractThe current syllabuses for geography place an emphasis on Geographical Investigations (GI)/ fieldwork to give students opportunities to appreciate the real world application of geographical knowledge and skills, as well as to help them acquire 21st century competencies. To better support teachers in conducting meaningful and purposeful fieldwork, we need to identify strengths and gaps in teachers’ knowledge and the ways they apply their knowledge in their practice. As such, we employed a qualitative case study approach to gain an in-depth understanding of teachers’ knowledge and its relationship to their practice of fieldwork.en
dc.publisherOffice of Education Research, National Institute of Education, Singaporeen
dc.subjectInquiry based learningen
dc.subjectField-based learningen
dc.subjectTeachers’ knowledgeen
dc.subjectTeachers’ practiceen
dc.subjectTeacher identityen
dc.titleUnderstanding teachers’ knowledge and practice of lower secondary geographical investigationsen
dc.typeTechnical Reporten
dc.description.projectOER 19/15 TS-
dc.grant.idEducation Research Funding Programme (ERFP)en
dc.grant.fundingagencyMinistry of Education, Singaporeen
item.openairetypeTechnical Report-
item.fulltextWith file-
Appears in Collections:OER - Reports
Files in This Item:
File Description SizeFormat 
  Restricted Access
1.04 MBAdobe PDFView/Open
Show simple item record

Page view(s)

checked on Jan 27, 2023


checked on Jan 27, 2023

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.