The where and how of learning geography beyond the classroom

Chew Hung Chang*, Bing Sheng Wu, Tricia Seow, Kim Irvine

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter


School geography curricula have been evolving in keeping abreast with the issues that affect humankind in a fast-changing world. Key elements of this evolution 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 of ideas in response to a rising demand to prepare teachers to conduct fieldwork and to design technology-enabled lessons. What is intuitive but often ignored is that while the context of learning has been transplanted from the traditional classrooms into new spaces-the field and cyberspace-that the teaching and learning of geography exist within the framework of formal curriculum, in as far as teacher taught activities are concerned. This book provides a collection of critical pieces that support the idea that good teaching and learning of geography in fieldwork and using technology should consider the dimensions of curriculum design, instruc tional design and resource provision, as well as assessment for such learning activities. Further, the book is organised to clearly describe the thinking, experi ences and critical comments to two broad areas of learning outside the traditional classroom-the field and technology.

Original languageEnglish
Title of host publicationLearning Geography Beyond the Traditional Classroom
Subtitle of host publicationExamples from Peninsular Southeast Asia
PublisherSpringer Singapore
Number of pages8
ISBN (Electronic)9789811087059
ISBN (Print)9789811087042
Publication statusPublished - 2018 May 8

ASJC Scopus subject areas

  • General Social Sciences
  • General Earth and Planetary Sciences


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