Abstract
Field trips have long been acknowledged as valuable learning experiences in geography. In traditional geography lectures, however, undergraduate-level field trips are generally led by teachers to introduce complex terms and convey knowledge. In this format, students are considered as passive learners and are provided with a tour. Despite that this type of field-based learning enables students to get a feel for the real world, the opportunity for them to make self-discoveries is quite limited. This TDG pilot project aims to develop a model of student-led, self-guided field trips which deepens the engagement of students beyond passionate learners and turns them into young scientists in building knowledge and making discoveries. Taking a more active role in their field trips and research, students can take on the responsibility of leading a field trip and generating new knowledge. This project seeks to develop an online database generated through student-led field work of water quality monitoring across Hong Kong. Also, this project strives to inspire students to explore, measure, and critically assess water as a critical natural resource and its impact on the sustainable development and human well-being of Hong Kong. The fundamental objective of the project is for students to more deeply understand and participate in environmental conservation and sustainable development with a scholarly mindset. Through the methodology of research-based and student-led field trips, students will learn to design a research proposal and conduct independent research.