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Learning geography beyond the traditional classroom = examples from peninsular Southeast Asia /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Learning geography beyond the traditional classroom/ edited by Chew-Hung Chang ... [et al.].
Reminder of title:	examples from peninsular Southeast Asia /
other author:	Chang, Chew-Hung.
Published:	Singapore :Springer Singapore : : 2018.,
Description:	x, 214 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Geography - Study and teaching - Southeast Asia. -
Online resource:	http://dx.doi.org/10.1007/978-981-10-8705-9
ISBN:	9789811087059

Learning geography beyond the traditional classroom = examples from peninsular Southeast Asia /
Learning geography beyond the traditional classroomexamples from peninsular Southeast Asia /[electronic resource] :edited by Chew-Hung Chang ... [et al.]. - Singapore :Springer Singapore :2018. - x, 214 p. :ill., digital ;24 cm.

1 The where and how of learning Geography beyond the classroom -- 2 Learning in the field: A conceptual approach to field-based learning in Geography -- 3 Teaching geography with technology: A critical commentary -- 4 Assessing how Geography is learnt beyond the classroom -- 5 What happened to the textbook example of the Padang Benggali groyne field in Butterworth, Penang? -- 6 The River Guardian Program for Junior High Schools on the "River of Kings", Thailand -- 7 Paradigm Shift in Humanities Learning Journey -- 8 Authentic Learning: making sense of the real environment using mobile technology tool -- 9 Location-aware, context-rich field data recording, using mobile devices for field-based learning in Geography -- 10 High-speed Mobile Telecommunication Technology in the Geography Classroom -- 11 Social Media: A Space to Learn -- 12 School leadership and teachers' comfort level in using Information and Communications Technology (ICT) to enhance geographical learning: The case of lower secondary geography in Singapore -- 13 Reflecting on field-based and technology enabled learning in Geography.

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, instructional design and resource provision, as well as assessment for such learning activities. Further, it clearly describes the thinking, experiences and critical comments concerning two broad areas of learning outside the traditional classroom - in the field and with technology.

ISBN: 9789811087059

Standard No.: 10.1007/978-981-10-8705-9doiSubjects--Topical Terms:

1204723
Geography
--Study and teaching--Southeast Asia.

LC Class. No.: G76.5.S644 / L437 2018

Dewey Class. No.: 910.71059

Learning geography beyond the traditional classroom = examples from peninsular Southeast Asia /
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505 0 $a 1 The where and how of learning Geography beyond the classroom -- 2 Learning in the field: A conceptual approach to field-based learning in Geography -- 3 Teaching geography with technology: A critical commentary -- 4 Assessing how Geography is learnt beyond the classroom -- 5 What happened to the textbook example of the Padang Benggali groyne field in Butterworth, Penang? -- 6 The River Guardian Program for Junior High Schools on the "River of Kings", Thailand -- 7 Paradigm Shift in Humanities Learning Journey -- 8 Authentic Learning: making sense of the real environment using mobile technology tool -- 9 Location-aware, context-rich field data recording, using mobile devices for field-based learning in Geography -- 10 High-speed Mobile Telecommunication Technology in the Geography Classroom -- 11 Social Media: A Space to Learn -- 12 School leadership and teachers' comfort level in using Information and Communications Technology (ICT) to enhance geographical learning: The case of lower secondary geography in Singapore -- 13 Reflecting on field-based and technology enabled learning in Geography.
520 $a 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, instructional design and resource provision, as well as assessment for such learning activities. Further, it clearly describes the thinking, experiences and critical comments concerning two broad areas of learning outside the traditional classroom - in the field and with technology.
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