Titlebook: Learning Geography Beyond the Traditional Classroom; Examples from Penins Chew-Hung Chang,Bing Sheng Wu,Kim Irvine Book 2018 Springer Natur

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The Where and How of Learning Geography Beyond the Classroomevolution include increased focus on topics such as environmental change and globalisation. Furthermore, there is a more explicit articulation on the modes of instruction in curricula documents, often expounding the virtues of technology and field-based learning. This has resulted in a proliferation

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Paradigm Shift in Humanities Learning Journey field-based learning, at a specific site or sites. The concept of journey is used as the entire learning experience can be designed around a trip or a journey. This is especially true for a humanities subject such as geography that requires the context of learning in the lived environment, and some

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Authentic Learning: Making Sense of the Real Environment Using Mobile Technology Toolthentic environment. This has made ground truthing essential. With present-day technology, we can?measure an entire catchment and understand its capacities, impact on a region and mankind’s positive or negative influences. But without verification by ground truthing, our data from space are hypothet

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Location-Aware, Context-Rich Field Data Recording, Using Mobile Devices for Field-Based Learning in ites are also embedded with data and images in order to consolidate information and to mirror onsite environment conditions. The study of soil compaction and soil permeability along Bukit Timah Nature Reserve trails provides the basis of the geographical investigation. The aim of the geographical in

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