Fieldwork Investigation in New Senior Secondary Geography

PAGE

25

Contents

Page

A.Introduction to student-centred enquiry-based fieldwork

2

B.Procedure of fieldwork investigation

4

C.Development of fieldwork enquiry titles

6

D.Fieldwork activities based on hot news

6

E.Suggested structure of a fieldwork report

8

F.Role of teachers

9

G.Assessment criteria

9

H.Suggested references

11

Appendix (1)

13

Fieldwork based on hot news (1)Transport problems

and solutions in Mongkok (Notes to Teachers)

Appendix (2)

19

Fieldwork based on hot news (2)Flooding problems in

Sheung Wan (Notes to Teachers)

A.Introduction to student-centred enquiry-based fieldwork

This type of fieldwork refers to those more student-centred geographical enquiries through fieldwork with less guidelines and are more open-ended. It provides an invaluable chance for geography students to develop their enquiry, geographical and generic skills to the full.

This type of fieldwork usually consists of 5 main stages:

Stage 1 Planning and preparation

Stage 2 Data collection

Stage 3 Data processing, presentation and analysis

Stage 4 Interpretation and conclusion

Stage 5 Evaluation

It can either be conducted by individuals or in groups. Group work seems to be a more feasible option to release the workload on individual students concerning data collection and to ease concern on student safety. Nonetheless, to ensure that every student is capable of conducting a complete geographical enquiry on his/her own, each student should be required to submit an individual fieldwork report. Report findings should mainly based on primary data but can be supplemented by secondary data. Generally, a 2,000-word report in either English or Chinese is a reasonable requirement for students at Senior Secondary level. Table 1 on the next page listed the word limit imposed by different examination boards in the United Kingdom (UK) on fieldwork report.

This type of fieldwork is common in UK and Australia. In UK, it is a common requirement in geography examinations organised by various examination boards. Candidates have to submit their individual fieldwork reports as coursework for assessment.

In Australia, there are also similar requirements on students taking geography. For instance, senior geography project is included in the Stage 6 Geography Syllabus of the Board of Studies New South Wales (1999). An example of senior geography project by a Year 11 Geography student in Australia can be found on the website http://members.optusnet.com.au/juicyjustin/index.html.

Examination Specification

Word limit of the report

AQA (A)

4,000

AQA (B)

3,500-4,000

Edexcel (A)

2,500

Edexcel (B)

2,500 (AS)

1,500 (A2)

OCR (A)

1,000 (AS)

2,500 or 1,000 (A2)

OCR (B)

1,000 (AS)

2,500 (A2)

Welsh (W) EC

3,500

CCEA

2,500

Table 1 Word limit of geography fieldwork reports for some examination boards in the U.K.

B.Procedure of fieldwork investigation

For each of the stages mentioned in Part A above, students are required to:

Stage 1 Planning and preparation

identify a geographical issue, problem, phenomenon and/or form a hypothesis that is worthy of geographic enquiry;

set objectives of the enquiry and develop the methods for enquiry; and

identify the information and data that are required and develop data collection instruments (e.g. designing questionnaires).

Stage 2 Data collection

use different techniques and instruments to collect data in the field, e.g. observation, measurement and conducting survey;

record and organise field data systematically; and

gather supplementary information from secondary sources .

Stage 3 Data processing, presentation and analysis

process and present the collected data in appropriate forms; and

test and analyse the collected data and information and to identify meaning, patterns and/or relationships in them.

Stage 4 Interpretation and conclusion

verify and interpret the findings of the enquiry; and

draw conclusions, propose solutions and/or make decision based on evidence, with justifiable reasons and/or support of theories.

Stage 5 Evaluation

evaluate the whole enquiry and comment on the suitability of the techniques employed to investigate the topic; and

discuss the limitations of the enquiry and suggest alternative approaches or extensions.

Figure 1Stages of fieldwork enquiry

C.Development of fieldwork enquiry titles

The following are three different possible ways of developing titles for enquiry-based fieldwork investigations.

Method 1:

One general and broad geographical topic for enquiry is given by the teacher and students are required to fine-tune it into their research titles by reducing the scale or narrowing down the scope of enquiry under the guidance of their teacher.

Method 2:

The teacher brings students to a rich fieldwork site in which students develop their own enquiry titles under the guidance of the teacher.

Method 3:

Individual students work out their enquiry titles all on their own and then further refine them under the guidance of their teacher. This method imposes a heavy demand on students ability in enquiry and independent learning.

D.Fieldwork activities based on hot news

During the learning and teaching of geographical issues, hot news is usually a good resource for motivating students and illustrating geographical concepts. Local newspapers are good sources for finding and developing quality enquiry titles for fieldwork investigations. The fieldwork investigationsTransport problems and solutions in Mongkok and Flooding problems in Sheung Wan in this CD-ROM are examples of such kind of fieldwork enquiry. For details on title development and steps of enquiry of these two examples, please refer to Appendix (1) and Appendix (2) of this set of notes.

When students choose to develop their enquiry titles based on hot news, make sure that their titles are geographic in nature, i.e. they should ensure that their enquiries involve application of geographic concepts, such as space, location and environment, and are related to the study of spatial patterns and relationships. In order to attain this requirement, teachers may help students to understand and critically analyse the news/issue using the five key geographical questions of What, Where, How, Why and What if (Figure 2), so that they can see the geographical meanings in the news.

What is the geography-related hot news about?

What geographical questions can be developed from the news?

* Jot down the geographical questions in the spaces below.

Figure 2Using the five key geographical questions to critically analyse hot news

In addition, Baker, S. et.al. (1996) introduced some key geographical questions in their bookPathways in Senior GeographyEssential Skills (Figure 3). These key questions are more elaborative and are useful to your students to check whether their enquiry titles are geographic in nature. If their enquiries are capable of answering all / most of the questions, they can be regarded as geographical in nature. Teachers should also make sure that the chosen titles of their students are manageable in terms of time and resources available.

Figure 3Geographical questions for developing enquiry fieldwork titles

E.Suggested structure of a fieldwork report

Students may choose to present their fieldwork findings with different report structures but the example below provides a cohesive and practical one for their consideration.

Cover/title page

Contents page

Introduction

Objectives

The issue, problem, phenomenon, question or hypothesis identified

The field site

Methodology used

Presentation of the collected data

Analysis of the investigation results

Interpretation of the findings

Conclusions

Appendices (with evidence of students work in Stage 1 and Stage 2)

Bibliography

Figure 4A suggested structure of an enquiry-based fieldwork report

F.Role of teachers

Teachers are facilitators in the process of fieldwork enquiry. They give responses to students questions but the responses should be more in the way of giving directions rather than offering direct answers. Coaching students in the details of their fieldwork reports must be avoided.

Teachers should give guidance to students to ensure that students can finish their tasks at each stage of the enquiry (Figure 1) effectively within the available time. They may also give suggestions to students on data processing and presentation techniques but the choice of techniques must be left to students.

The reports of students should be marked by their teachers according to given assessment criteria (See Figure 5 for example). Teachers should award marks to students based on the quality of their work rather than the length and the layout design of their reports. Teachers may consider annotating the reports by using simple marking codes so as to support the marks awarded.

G.Assessment criteria

The fieldwork report may be marked objectively by teachers according to assessment criteria. An example of the assessment criteria is shown in Figure 5.

Although teachers may develop their own assessment criteria for fieldwork investigations, like the one in Figure 5, some ready-made ones (e.g. the fieldwork assessment criteria of CCEA, the third item in the Suggested References on P.11) are available on the Internet. Teachers may modify them and introduce them to their students before the start of their investigations.

Stage 4 Interpretation and conclusion

Assessment criteria (40 marks)

(a)Verify and interpret the findings of the enquiry.

(b)Draw conclusions, propose solutions and/or make decision based on evidence, with justifiable reasons and/or support of theories.

(c)

Level 1 (1-2 marks for these 2 criteria only)

Limited discussion of the findings with little explanation for the issue / problem / phenomenon, etc. identified.

Very basic and brief conclusions with an attempt to provide a summary of results. The conclusions are not supported by evidence and data collected.

Level 2 (3-4 marks for these 2 criteria only)

Basic discussion of the findings with some explanation for the issue / problem / phenomenon, etc. identified.

Basic conclusions with the major results of the enquiry summarized. The conclusions are supported by some of the evidence and data collected.

Level 3 (5-6 marks for these 2 criteria only)

The discussion of the findings demonstrates some understanding of the reasons for the patterns and relationships identified in the issue / problem / phenomenon, etc.

The conclusions are generally logical and related to the evidence collected or the findings of the enquiry.

Level 4 (7-8 marks for these 2 criteria only)

The discussion of the findings presents concise and valid explanations for the results of enquiry.

The conclusions are solid and consistent with the evidence and data presented in the report.

Level 5 (9-10 marks for these 2 criteria only)

The discussion of the findings indicates a very clear and critical interpretation of the enquiry results showing application of knowledge and understanding. Anomalies in the results are highlighted and explained.

The conclusions are sound and well supported by evidence. They are also well linked to geographical concepts and theories where appropriate.

* If the performance of students cannot meet the criteria of Level 1 above, no mark should be awarded to the students.

Figure 5 An example of fieldwork assessment criteria

H. Suggested References

1. Baker, S. et.al. (1996). Pathways in Senior Geography: Essential Skills. South Melbourne: Thomas Nelson Australia.

2. Brooks, C. (2003). Investigating the geography behind the news. Teaching Geography, 28(2), 70-73.

3. GCSE Geography Specification for first teaching from Autumn 2004 for first examination in 2006 (see also Circular S/IF/60/04: Changes to the specification for teaching from September 2004). Retrieved 29 December 2006, from http://www.rewardinglearning.com/development/qualifications/gcse/ docs/g06specs/g06geogs.pdf

4. Assessment and Qualifications Alliance (AQA) General Certificate of Secondary Education: Geography A 2003-2007. Retrieved 29 December 2006, from http://www.aqa.org.uk/qual/gcse/geo_a.html

5. Assessment and Qualifications Alliance (AQA) General Certificate of Secondary Education: Geography A 2007. Retrieved 29 December 2006, from http://www.aqa.org.uk/qual/pdf/AQA-3031-3036-W-SP-07.pdf

6. Donert, K. (1990). Enquiry Skills for GCSE. Oxford: Heinemann Educational.

7. Frew, J. (1993). Advanced Geography Fieldwork. Hong Kong: Thomas Nelson and Sons Ltd.

8. Holmes, D. and Farbrother, D. (2000). A-Z Advancing Geography: Fieldwork. Sheffield: Geographical Association.

9. Holmes, D. and Warn, S. (2003). Fieldwork InvestigationsA self study guide. London: Hodder & Stoughton.

10. Lenon, B. and Cleves, P. (2001). Fieldwork Techniques and Projects in Geography (2nd ed.). London: Collins Educational.

11. Nagle, G. (1998). Skills and Techniques for Geography A-Level. England: Stanley Thornes (Publishers) Ltd.

12. Geography (References & Resources), PSHE Section, Education and Manpower Bureau. Retrieved 29 December 2006, from http://www.emb.gov.hk/index.aspx?langno=1&nodeid=3229

13. GCSE GeographyFurther Notes for Guidance for Teachers (Internally Assessed Fieldwork Investigation) (Issued: October 2002). Retrieved 29 December 2006, from http://www.rewardinglearning.com/ development/qualifications/gcse/docs/teacher_guid/geoggt.pdf

14. GCSE Geography Coursework Guide 2003. Retrieved 29 December 2006, from http://www.chs.eril.net/Geo%coursework/coursework %20guidelines%202002.doc

15. Redfern, D. and Skinner, M. (2002). AS/A-Level Geography: Coursework & practical techniques. Oxfordshire: Philip Allan Updates.

16. (1997)

17. (2005)

A. References

The following are useful references about the hot newsNathan Road road safety improvement plan and its related fieldwork activities:

1. Bus-only Nathan Road may not Ride, South China Morning Post, 8 November 2005.

2. Ease Mongkok with flyovers, tunnels, South China Morning Post, 1 November 2005.

3. Nathan Road Plan Draws Industry Ire, South China Morning Post, 1 November 2005.

4. 20051116

5. Nathan Road road safety improvement plan Public consultation digest, Transport Department, HKSAR. Retrieved 29 December 2006, from http://www.td.gov.hk/FileManager/TC/Content_1089/nathan%20rd%20study%20(public%20consultation).pdf

B.Suggested procedures of the fieldwork

The main purpose of this set of notes is to give suggestions to teachers on how to connect the hot news of traffic problems at Nathan Road with related topics / concepts in geography so as to arouse students interest in geographical enquiry, especially in fieldwork investigations. The following information are suggestions to teachers in assisting their students in conducting fieldwork enquiry on the topic:

Teachers may follow the suggested procedures on P.15-16 (i.e. Figure 6) and help their students to develop their individual or group fieldwork investigations.

When students are designing their enquiry titles and planning for their fieldwork investigations, teachers should act as facilitators and help students to form enquiry questions using the 5Ws geographical questions. The suggested questions in Figure 7 provide examples for teachers reference.

In the process of fieldwork enquiry, teachers should help students to identify and apply geographical concepts whenever appropriate. Figure 8 provides examples of geographical concepts that are related to this set of news.

A. Suggested steps for designing local fieldwork activities based on hot news

Fieldwork is one of the core learning and teaching activities in Geography. Teachers can make use of the fieldwork activities to help students extend their learning experience outside classroom so as to strengthen their understanding and application of geographical concepts and knowledge. However, how can teachers have a better planning for fieldwork activities and encourage their students to engage in self-directed enquiry learning? One of the effective ways is to make use of hot news to design and plan the fieldwork activities in which students can apply their geographical concepts and knowledge in real-life situations.

B.Using the 5Ws geographical questions to design enquiry-based fieldwork on flooding problems in Sheung Wan

Teachers can make use of the 5Ws geographical questions to help students analyse the hot newsflooding problems in Sheung Wan in a more systematic way and identify related geographical concepts for the issue.

C.Things to note during fieldwork investigation

During fieldwork investigation, teachers should prompt their students with enquiry questions (some examples are shown in the box below) and encourage them to observe, discuss and think in the field so as to find answers for their enquiry and cultivate students self-directed learning ability.

D.Proposed investigation directions for this fieldwork

Some of the following questions are closely related to the hot news but some are extended ones which are not directly related to the news. Teachers can make reference to them and guide students to have further discussion and enquiry.

1.Geographical questions related to the Water Problems

a)In which part of Sheung Wan did the severe flooding occur according to the newspaper clippings?

b)What happened at Wing Lok Street shortly after the first red rainstorm warning was issued in June 2005?

c)Have flooding occurred at Wing Lok Street before? Will the problems continue to occur and aggravate in the coming 5 to 10 years? Why do you think so?

d)Why did flooding occur at Wing Lok Street?

e)Are physical or human factors the major cause of flooding at Wing Lok Street? Why?

f)What have been done by local people to handle the flooding problems at Wing Lok Street? How effective are these solutions?

g)Will the suggested solutions to deal with the flooding problems lead to other problems?

h)Will the flooding problems lead to land use changes? If so, how will they affect our society and economy?

i)Shops and MTR stations had adopted some ways to handle the flooding problems at Wing Lok Street. What are they? What measures have been taken by the government to deal with the problems? How effective are these measures? What are the merits and shortcomings of these proposed solutions suggested by different stakeholders?

j)Will the building of a stormwater pumping station at Chung Kong Road a long-term solution to the flooding problems in Sheung Wan? What are the advantages and disadvantages of the plan to the local shops? What is its impact on the shops at Wing Lok Street in the coming 5 to 10 years?

k) The government has proposed to construct a 1-kilometer long intercepting drain at Queens Road Central. What is its impact on the surrounding areas? Is it a feasible solution to the flooding problems?

2.Geographical questions related to Water Problems and City

a)What design features do the buildings and constructions in Sheung Wan have in order to alleviate the impact of the flooding problems? How effective are they? Are there any alternative designs?

b)Is the urban development in Sheung Wan the major cause of the flooding problems? How does the design of Grand Millennium Plaza help to alleviate the impact of the flooding problems?

3.Extended activities and examples of questions

In addition to the fieldwork investigation in Sheung Wan based on the hot news, teachers can also make use of the field site to conduct other geographical enquiries. Some examples are shown below:

Enquiry topics

Extended activities and questions

Transport

What are the transport problems in the district? How do these problems affect the local shops? What can be done to alleviate the problems?

Urban Renewal

Which parts of Sheung Wan have been re-developed? Why did the Urban Renewal Authority choose the area near Wing Lok Street and Des Voeux Road Central for urban renewal?

Where are the major urban renewal zones in Sheung Wan? How are the chosen areas affected by the assimilation process of Central Business District? How do the renewal projects affect the land rent of the district?

Land use

Why did the Government choose the seafront of Sheung Wan for reclamation? How does the reclamation affect the major land use of the district? What is its impact on the local people?

Flooding problems

(Comparison of

two locations)

What are the similarities and differences of the flooding problems between Wing Lok Street of Sheung Wan and Smithfield Road of Sai Wan? What are the socio-economic problems caused by the flooding problems in these two zones?

Agglomeration

What are the major human activities agglomerated at Wing Lok Street?

Why does such an agglomeration appear at Wing Lok Street?

Where does ginseng and dry seafood business agglomerate? What are the reasons for this distribution pattern?

Similar types of human activities are concentrated at Bonham Strand West and Wing Lok Street. Explain why.

E.Concept Map

Based on the above questions raised for understanding the hot news about Sheung Wan, teacher and students can discuss the news during lessons or via web-forums and construct concept maps similar to the one below to assist the development of fieldwork titles.

F.An example of a Geography Fieldwork Outline Plan

Research title:

Why did flooding occur at Wing Lok Street and its nearby areas? How did it affect local people? Can the proposed solutions by the government and the local shops help to reduce the loss caused by the hazard?

Objectives:

This fieldwork investigation looks at the flooding problems at Wing Lok Street from both physical and human perspectives. It aims at assessing the impact of the hazard on the local people through interviews and developing some possible measures to reduce the loss.

Enquiry question

Methods of data collection

Method(s) of

Data analysis

Primary

data

Secondary data

Why did flooding occur at Wing Lok Street and its nearby areas?

At the field site, observe and measure the changes in relief and record the human activities found in the area

Gather information on the physical setting of the area

Use GIS or a sketch map to show the area affected by flooding. Use a diagram to list out the physical and human factors that lead to flooding at Wing Lok Street.

How did they affect local people?

Conduct interviews with three local shops to find out the impact of flooding on local people

Find out the impact of flooding on local people from websites and newspapers

Summarize all the data collected from the local shops. Use photos and sketches to show the impact of flooding on local shops. Classify the impact and the proposed solutions into appropriate categories

Can the proposed solutions by the government and the local shops help to reduce the loss caused by the hazard?

Conduct interviews with the owners/shop-keepers of three local shops to find out whether the governments proposed solutions can reduce the loss caused by the flooding

Talk to local people to see if they have alternative solutions to the flooding problems.

From websites and newspapers, search for comments on the effectiveness of the solutions proposed by the government. Also find out what problems these solutions may bring forth.

Evaluate the effectiveness of the proposed solutions to the flooding problems at Wing Lok Street.

Develop a plan to alleviate flooding problems at Wing Lok Street based on the information and evidence collected.

Teachers Comments:

Title: ______________________________________________________________________

Objectives: ___________________________________________________________________

Methods of Data Collection: _____________________________________________________

Methods of Data Analysis: ______________________________________________________

Others: ______________________________________________________________________

G.Extended Activities Using Geographic Information Systems (GIS) for fieldtrips

Students can make use of GIS to have pre-trip preparation for their fieldwork. Students can also print maps with GIS for the fieldtrip. For details, please refer to the set of worksheets entitled Extended ActivitiesFlooding Problems in Sheung Wan and the Application of Geographic Information System (GIS).

H.Suggested paths for searching information

http://wisenews.wisers.net

http://www.epd.gov.hk/epd/

http://www.hko.gov.hk

http://www.dsd.gov.hk/index.htm

Newspaper clippings

News reports

References

1.Websites

WiseNews

http://wisenews.wisers.net

Environmental Protection Department

http://www.epd.gov.hk/epd/

Hong Kong Observatory

http://www.hko.gov.hk

Drainage Services Department

http://www.dsd.gov.hk/index.htm

2.Newspapers

150 1552005-06-25

2005-06-26

072005-06-28

2005-06-26

2005-06-25

2005-06-26

2005-06-26

2005-06-25

2005-06-28

2005-07-01

2005-06-25

2005-06-26

2005-06-25

2005-06-26

2005-06-28

2005-06-25

3 2005-06-25

2005-06-25

30

2005-06-25

2005-06-25

[]

2005-06-27

182005-06-25

2005-06-26

()2005-06-30

2005-06-26

2005-06-25

2005-06-25

2005-06-25

2005-06-26

2005-06-25

3.Books

(2003)

Fieldwork based on hot news (1)

Transport problems and solutions in Mongkok

Notes to Teachers

Key

Enquiry task

Interaction with teacher(s)

Geography

Fieldwork Report

Stages 3, 4 & 5

Data processing, presentation and analysis,

Interpretation and conclusion, Evaluation

Process and present the collected data in appropriate forms.

Interpret the findings and draw conclusions.

Stage 2

Data Collection

Stage 1

Planning & Preparation

Through fieldwork, primary data is collected.

Secondary data about the enquiry is gathered.

Figure 8Geographical concepts related to the Nathan Road road safety improvement plan

Discussion (3)

A student discusses with his/her geography teacher about the development of different parts of the fieldwork report. Identify problems and find solutions.

Complete the proposal form or develop a plan (including title, field site(s), objectives, etc.).

Ensure the suitability of the title and the viability of your design.

Based on previous experience or research, identify and develop a fieldwork enquiry title.

#Distance decay

The impact of urbanisation on the environment

#Land rent

Key

# More suitable for A-level Geography students to enquire

Geographical concepts directly related to the hot news

Geographical concepts derived from the extended activities

Figure 11Using a concept map to analyse the hot news

#Internal structure of a city l

Consequence of flooding

Suggested solutions to flooding

Causes of flooding

Flooding problems in Sheung Wan

City and

sustainable development

Human-environment interaction

Hot news

Location and

distribution

Climate change

Places and regions

Agglomeration, deglomeration and geographical inertia

Change over time

Urban renewal

#Hydrograph

#Transport problem

What features are observed?

What are the characteristics here?

Why are they there?

What patterns do they have?

How will they develop?

How will they change?

Figure 10Using the 5Ws geographical questions to design enquiry-based fieldwork on the flooding problems in Sheung Wan

How can the flooding problems at Wing Lok Street be solved? What are the merits and shortcomings of the proposed solutions suggested by different stakeholders in solving the flooding problems at Wing Lok Street?

The government has proposed to construct a 1-kilometer long intercepting drain at Queens Road Central. What is its impact on the surrounding areas? Is it a feasible solution?

Will the flooding problems lead to land use changes?

If so, how will they affect our society and economy?

Will the building of a stormwater pumping station at Chung Kong Road a long-term solution to the flooding problems in Sheung Wan? What are the advantages and disadvantages of the plan? How will it affect the shops at Wing Lok Street in the coming 5 to 10 years?

How

Will the suggested solutions to the flooding problems lead to other problems?

When

Press release

Flooding problems

in Sheung Wan

Shops and MTR stations had adopted some ways to handle the flooding problems at Wing Lok Street. What are they? What measures have been taken by the Government to deal with the problems? How effective are these measures?

Why

Where

What

Are physical or human factors the major cause of flooding at Wing Lok Street? Why?

Have flooding occurred at Wing Lok Street before? Will the problems continue to occur and aggravate in the coming 5 to 10 years? Why do you think so?

Why did flooding occur at Wing Lok Street?

Discussion (1)

A student discusses with his/her geography teacher about the plan and agree on the title of enquiry.

Discussion (2)

A student discusses with his/her geography teacher about the data he/she collected, findings and next steps.

What happened at Wing Lok Street shortly after the first red rainstorm warning was issued in June 2005?

In which part of Sheung Wan did the severe flooding occur according to the newspaper clippings?

Figure 9Suggested steps for designing local fieldwork activities based on hot news

Key

Preparation by teachers

Fieldwork tasks of students

Teachers giving feedback to students

* Refer to Part C of student worksheets on flooding problem in Sheung Wan

# Refer to Part D of student worksheets on flooding problem in Sheung Wan

Writing fieldwork reports

2nd Visit to the field site for data collection

#Developing fieldwork plans

Setting objectives and hypotheses (if appropriate)

Feedback

Finalizing enquiry titles

1st Visit to the field site for familiarization and developing enquiry titles

Class activities (briefing for the field trip, *completing worksheets to understand the hot news, preliminary student group discussion on planning for the fieldwork )

Enriching the geographical concepts established above

Pre-trip(s) to the field site by teachers to develop an outline plan for the fieldwork

Establishing associated geographical concepts

Examining geographical themes and issues

Hot news

What is there?

Where is it?

Why is it there?

What are the effects of it being there?

How is it changing over time?

What action is appropriate?

(Baker, S. et.al. (1996). p. 281)

What?

Where?

How?

Why?

What if?

III.Teachers and students discuss in lessons

Students collect supporting information and data about the hot news;

Based on the 5Ws geographical questions (i.e. What, Where, How, Why and What if), students investigate and analyse the hot news (see Figure 7);

Teachers help students to develop basic knowledge for understanding the issue, and help students to look at the issue from different perspectives; and

After discussion, teachers help students to consolidate what they have learned.

IV.Students prepare and plan for the field trip

Students need to plan for the whole fieldwork investigation, for example:

developing enquiry titles and deciding on the area of study (see the following example);

setting objectives for the enquiry;

identifying the types of information and evidence (both primary and secondary data) required;

selecting appropriate equipment and methods for investigation;

preparing tools for the enquiry, for example questionnaires; and

developing the enquiry sequence.

Figure 6Suggested procedures for fieldwork based on hot news

Example:

A teacher assisted her students to define the area of study by setting the following geographical questions for enquiry.

With reference to the intersection of Peking Road and Kowloon Park Drive (Tsim Sha Tsui), is it possible and worthwhile to solve the traffic problems in Nathan Road by constructing similar pedestrian subways?

What are the traffic problems in that particular section of Nathan Road?

What are the causes of these problems?

Can pedestrian subways such as those used at the intersection of Peking Road and Kowloon Park Drive in Tsim Sha Tsui help in tackling the problems?

What would the impact of this measure be? How would it affect the shops at street level?

What are the opinions of different stakeholders? Why do they support or oppose the measure?

In your opinion, is this approach feasible? Why/why not?

VI.Students develop their fieldwork reports

Students submit a written fieldwork report of not more than 2,000 words in Chinese or English. Information extracted from books or other secondary data sources must be acknowledged.

V.Fieldwork (teachers and students)

Students collect data in the field using different methods (e.g. observation, measurement).

Record and organise field data systematically; and

Gather supplementary information (Secondary data) after the fieldwork.

What are the possible measures to alleviate the traffic problems at Nathan Road?

Is the proposed road diversion strategy feasible? Will the same traffic problems be diverted to the inner streets?

Can the inner streets bear the extra pedestrian and vehicular flows with the implementation of the road diversion strategy? What is the possible impact of the strategy on land rent, land uses, economic activities and the environment of the affected area?

Why has the Transport Department chosen Reclamation Street and Shanghai Street for road diversion instead of Sai Yeung Choi Street South and Tung Choi Street?

Why did the Transport Department not make reference to the practice at the junction of Peking Road and Kowloon Park Drive to construct pedestrian subways at the traffic black spots of Nathan Road?

Will the traffic problems at that part of Nathan Road change over time?

Do the above traffic problems only occur at daily rush hours?

Are there any variations in the nature of the traffic problems between weekdays and the weekend?

What changes would there be after the implementation of the policy proposed by the Transport Department?

If no measures are taken, will the traffic problems in that particular section of Nathan Road persist?

Will the above traffic problems get worse in the coming years?

What are the major traffic problems in Hong Kong / along Nathan Road?

Figure 7 Examples of geographical questions related to the Nathan Road road safety improvement plan

What is the impact of the traffic problems at Nathan Road on the surrounding areas?

What are the causes of traffic problems at that section of Nathan Road?

Where are the traffic problems mentioned in the hot news?

Using the five Ws to analyse the Nathan Road road safety improvement plan:

What is it?

Where is it?

Why is it there?

What are the effects of it being there?

How is it changing over time?

What action is appropriate?

Reminders:

Timing is a prime factor, as interest in the news may decline quickly.

Teachers need to modify the fieldwork activities according to the needs, interests and abilities of their students. For more able students, teachers can consider giving students only the framework of the fieldwork enquiry in Figure 6 and ask them to develop their own enquiry questions. For those who are less able, teachers could provide more assistance by giving them the sample questions listed in Figure 7.

Geographical concepts related to the

Nathan Road road safety improvement plan

Transport problems

Transport planning

Traffic management

Sustainable development

Location and spatial distribution

Locational factors

Change over time

Environment

Peopleenvironment interrelationship

Urbanisation

Internal structure of a city

Types of land use

Land rent and accessibility

Urban problems

Competition and succession

Agglomeration

Geographical inertia

I.Identifying hot news or topics

Example: The Transport Departments Nathan Road road safety improvement plan

II.Teachers design local fieldwork activities

Teachers should:

gather relevant secondary information;

conduct pre-trip(s) before designing student handbooks;

conduct pre-trips to identify geographical concepts (see Figure 8) that can be related to the fieldwork activities;

decide on the mode of the fieldwork; and

develop enquiry procedures and assessment criteria.

Education and Manpower Bureau 2007