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Welcome to iCTLT 2016!
Wednesday, March 30 • 11:30am - 12:00pm
Paper Presentation 1/6: 125 Use Of Visualisation To Enhance Inquiry-Based Learning Of Geography LIMITED

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Geographical inquiry encourages questioning, investigation and critical thinking about issues affecting the environment and people’s lives. Students must be provided with the opportunities to learn the skills required through practice and engagement in geographical inquiry.

Currently students are taught to comprehend, interpret and evaluate geographical data from a variety of sources, mainly in text form. A number of questions are given by the teacher for them to answer, with reference to the data from the sources. Students are not able to appreciate how, when a number of indicators (or values) are given, and when the values of these indicators change overtime, and across different regions and countries for comparison, will students be able to ‘see’ the inter-relationships and inter-connectedness of these indicators and their impacts on the environment and people. 

The purpose of using visualization, and in particular, the use of Gapminder, hopes to engage and motivate students in Inquiry-based learning. The power of Gapminder lies not only in its ability to graph a wide variety of indicators but also the story that the graph tells over time. Through visualization, students to be able to tell or narrate the story that the graph shows. The narration includes identifying and locating relevant data and exercising reasoning through interpreting and analysing data. Further extension of their discussion will include the impacts of these factors on people, economy and the environment. 

Students will ask a series of geographical questions and to seek to answer by looking at possible causes, impacts and even strategies. They also learn how to support their answers with evidences from source.
This is one example where students study the relationship between income per person and life expectancy.

Study the relationship by:

1. Describing the relationship. Students can see how these 2 variables  change over time from the last century to the present.

2.     Explaining the relationship between variables.

3. Comparing one country (eg. LDC like Bostwana with a DC like Singapore) with another.

We also want students to be able to generate higher order thinking questions through their observations of the trends or statistics like questions that focus on cause-effect, prediction, etc.

To this end, while the use of Gapminder as a visualization tool is powerful in facilitating collaborative discussion and learning through inquiry, students will be able to generate meaningful or higher-order thinking questions in the process. Samples of the questions generated by the students will be shared.



Anglo-Chinese School (Barker)

Wednesday March 30, 2016 11:30am - 12:00pm GMT+08
MR 333 Suntec City Convention Hall