Abstract:
Problem solving and critical thinking skill are the two Generic Learning Outcomes (GILOs) of the University. The purpose of this project is to develop students’ competency in problem solving and critical thinking through fieldwork practice. Fieldwork is an intellectual activity which involves students and researchers entering into a field and conducting data collection. It becomes an essential pedagogical component in contemporary scientific and social science inquiries. In this regard, the present project aims to develop the problem solving and critical thinking skills of our students from education programmes through exposing them to fieldwork practices. It equips them with the necessary techniques in honing their own problem-solving skills and critical thinking skills. The project focuses specifically on how fieldwork can contribute to the enhancement of problem-solving skill and critical thinking skill in the context of geographical education. The output of this project includes a teaching manual for fieldwork and a teaching kit for secondary school. This project is in line with the Strategic Plan of the University which points to the need to support students’ achievement of the Generic Intended Learning Outcomes that meet the professional standards appropriate to future social and career needs.
Code:
T0230
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
05 Apr 2020
End Date:
04 Apr 2021
Status:
Completed
Result:
The project has developed a pedagogical framework which allows geography educators to provide more systematic training on fieldwork. The project would also develop students’ critical thinking skills. The framework has been attached in this report. Essentially, we use the geographical concepts identified by different examination bodies and develop students' competency in the critical use of these concepts. Through designing the pedagogical materials, students can demonstrate critical thinking skills including organizational skills, interpretation skills, evaluation skills, and decision making skills. These are important skills that are central to geographical inquiries. The project can enhance students’ ability to embed different geographical concepts in their pre teacher training and provide a solid basis for carrying out experiential learning activities. The project is thus an innovative exercise in which we deliver critical thinking training through experiential learning.
Impact:
The project will be able to enhance the Generic Intended Learning Outcomes of the University by engaging student teachers in designing different pedagogical activities. This is in line with the Strategic Plan of the University which points to the need to support students’ achievement of the Generic Intended Learning Outcomes that meet the professional standards appropriate to future social and career needs.
Deliverables:
Teaching and Learning Resources/ Materials (including online resources)
Hui, L. H. D., Chow, S. Y. A., & Cheng, N. Y. I. (2021). A Fieldwork Practice Handbook: Towards a Pedagogical Framework for Geographical Fieldwork. Hong Kong: The Education University of Hong Kong. (Unpublished teaching resources) (https://repository.eduhk.hk/en/publications/a-fieldwork-practice-handbook-towards-a-pedagogical-framework-for)
Hui, L. H. D., Chow, S. Y. A., & Cheng, N. Y. I. (2021). Critical Thinking for Fieldwork Enquiry: Here is where your presentation begins. Hong Kong: The Education University of Hong Kong. (Unpublished teaching resources) (https://repository.eduhk.hk/en/publications/critical-thinking-for-fieldwork-enquiry-here-is-where-your-presen)
Fieldwork Practice: Towards a Pedagogical Framework for Geographical Fieldwork [Video]. The Education University of Hong Kong. (https://www.youtube.com/channel/UCe3ni9qGbWqHyfIWQaJs4pg/) (https://repository.eduhk.hk/en/publications/fieldwork-practice-towards-a-pedagogical-framework-for-geographic)
Financial Year:
2019-20
Type:
TDG