Description of Task Force

This research area is characterised by research into: (i) Social Studies inquiry; (ii) multicultural education; (iii) citizenship education; (iv) History education; (v) Geography education; and (vi) financial literacy. Its aims are to focus on teacher learning and student learning with online sources of information in Social Studies, teachers’ perspectives of diversity and multicultural education, Singapore students’ civic knowledge, perceptions and participation, issues of teaching and student learning in History education and Geography education, Business and Financial education.

The Humanities research area has also identified several topics for focused research collaboration between Academic Staff (AS) and Curriculum Studies (CS) staff. For History (AS) and History education (CS) staff, this includes research that will focus on historical field work and heritage. For Geography (AS) and Geography education (CS) staff, there will be a research focus on education for sustainability. These collaborative efforts will provide greater strategic focus for AG research.

List of team members:

List of team members' publications related to the research theme:

  • Mark Charles Baildon (Social Studies inquiry)
  • Suhaimi Bin Mohamed Afandi (History education)
    • Afandi, S., & Baildon, M. (2010). History education in Singapore. In I. Nakou & I. Barca (Eds.) International review of history education: Contemporary public debates over history education (pp. 223–242). London, UK: Information Age.
    • Baildon, M., & Afandi, S. (2013). A disciplinary approach to teaching historical controversy in Singapore’s schools: The case of the Internal Security Act. In M. Baildon, K. S. Loh, I. M. Lim, G.Z. Inanç, & J. Jaffar (Eds.), Controversial history education: History textbook controversies and teaching historical controversy in Asian contexts (pp. 196–232). New York, NY: Routledge.
  • Tricia Seow Ing Chin Dorothy
    • Ho, L. C., & Seow, T. (2013). Teaching geography through “Chinatowns”: Global connections and local spaces. Social Education, 77(1), 36–41.
    • Seow, T (2009). Context and embodiment: Investigating the subject conceptions and practice of pre-service geography teachers in Singapore. Research in Geographic Education, 11(2), 7–27.
  • Sim Hwee Hwang (Primary Social Studies education)
    • Sim, H. H. (2011). A review of “Achieving QTS – Meeting the professional standards framework: Teaching primary geography”. International Research in Geographical and Environmental Education, 20(4), 359–361.
    • Sim, H. H., & Chee, M. F. (2005). Infusion of national education into primary social studies. In K. E. C. Lee, & C. H. Chang (Eds.), Primary social studies: Exploring pedagogy and content (pp. 60–68). Singapore: Federal-Marshall Cavendish Education.
  • Koh Noi Keng (Business and Financial education)
    • Koh, N.K. (2015). The Retail Experience for Active Learning (REAL) experience. In Y. H. Cho, I. S. Caleon, & M. Kapur (Eds.), Authentic Problem Solving and Learning in the 21st Century (pp. 200-210). Singapore: Springer.

    • Aprea, C., Wuttke, E., Breuer, K., Koh, N.K., Davies, P.,Greimei-Fuhrmann, B., Lopus, J.S. (Eds.) (2016) International Financial Literacy Handbook. Singapore: Springer.
    • Koh, N.K., & Fraser, B.J. (2014). Learning environment associated with use of mixed mode delivery model among secondary business studies students in Singapore. Learning Environments Research, 17, 151-171.
    • Koh, N.K. & Fraser, B.J. (2014) Determinants of financial attitudes among secondary-school students in Singapore. World Studies in Education, 15, 41-52.
    • Koh, N. K. (2012). Investigating Attitudes towards Financial Literacy in Schools: An Impact Study. Journal of Education and Vocational Research, 3(7), 204-215.

List of projects from this research group: