Place-based learning and fieldwork are central to Geography education, as they enable students to connect abstract concepts to real-world contexts and develop a deeper understanding of how places function (Semken et al., 2017). Bendigo Tramways supports this by providing a context-specific learning environment in which students can examine how transport is shaped by local history, community identity and changing values (Bendigo Tramways, n.d.).

 

Bendigo Tramways is particularly effective for supporting students’ conceptual understanding of Geography because the features of the site align closely with the concepts being taught, allowing students to examine place, change and meaning in a concrete context (Semken et al., 2017; Tomčíková, 2020). In Bendigo, trams are not simply a mode of transport, but function as heritage attractions and symbols of community identity shaped by the city’s history and tourism (Bendigo Tramways, n.d.). The tram tour also shows how the network connects key parts of the Bendigo community, reinforcing that transport is shaped by local social and cultural contexts rather than functioning uniformly across places (Bendigo Tramways, n.d.; Semken et al., 2017). The transition from everyday public transport to a heritage-based system further highlights how the meaning and use of transport can change over time, showing that places are layered and evolving (Bendigo Tramways, n.d.; Semken et al., 2017). This aligns with the Victorian Curriculum descriptor VC2HG6K03, which requires students to examine how the characteristics of places influence their use and meaning (Victorian Curriculum and Assessment Authority, n.d.).

 

Bendigo Tramways further supports learning by providing immersive and interactive experiences that allow students to engage directly with place. Rather than simply reading about transport, students experience how it operates in practice, which makes the excursion more effective as a geographical learning experience. In Geography, this kind of field-based engagement is important because it helps students move beyond passive observation and develop stronger understanding through direct exploration, interpretation and participation (Rosita et al., 2025; Žoncová et al., 2026). Learning is also strengthened through interaction with experienced drivers and guides, whose stories and local knowledge help students interpret how transport is shaped by the community in which it operates. This is particularly valuable in Geography because students are not only observing features of the site, but examining how transport functions within place and why it takes that form in this context (Tomčíková, 2020; Costes-Onishi et al., 2020).

 

While Bendigo Tramways provides a rich and engaging place-based learning experience, its educational value is strengthened when it is framed through inquiry-based learning, as this approach supports students to move beyond observation and develop deeper understanding through interpretation and application (Costes-Onishi et al., 2020; Tomčíková, 2020). Inquiry-based learning is particularly important in Geography because it enables students to examine how and why systems operate within a place, rather than simply noticing their features. It also supports the transfer of learning by encouraging students to apply their understanding to new contexts and consider perspectives beyond their own (Harrison, 2017). For example, applying this pedagogy within the Bendigo Tramways experience, students are able to interpret how the tram system is shaped by the city’s history and community needs, and extend this understanding by designing a tram that responds to the needs of their own community. In this way, inquiry strengthens the Bendigo Tramways excursion by helping students connect what they experience at the site to broader geographical concepts and to their own local context (Costes-Onishi et al., 2020).

 

In conclusion, Bendigo Tramways provides a strong context for supporting students’ geographical understanding of place, change and meaning. Through immersive experiences and inquiry-based learning, students are able to interpret how transport systems operate within a specific place and apply this understanding to new contexts. This demonstrates how carefully structured use of community resources can deepen and extend geographical learning beyond the classroom (Semken et al., 2017; Costes-Onishi et al., 2020).

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