The ultimate objective of this module is to develop students into naturalists - practitioners of natural history with the capacity present it in an accessible form. This objective can be achieved through four main pedagogical aims, as well as a peripheral but important fifth goal:

1. Introduce a relevant amount of natural history knowledge and scientific concepts such that students have the necessary vocabulary to address the natural world in a meaningful way and conduct self-directed research into topics of interest. This information is organized into four realms:
   1. Biodiversity. Certain core concepts in biodiversity are important to a naturalist when they design their research of the natural world. Here, students learn about the terminologies and definitions used in biodiversity and natural history studies. They will also learn about the factors affecting biodiversity, and how natural history studies relate to other scientific and anthropocentric concerns (e.g., ecosystem services).
   2. Singapore’s Natural Heritage. A naturalist must have some prior knowledge of the natural world that they investigate. Here, students will learn about the types of natural habitats in Singapore, as well as a history of natural history from Singapore’s colonial era (e.g., famous naturalists such as A.R. Wallace and H.N. Ridley) to the present day (e.g., the numerous nature appreciation groups).
   3. Organismal Biology. Likewise, a naturalist must have some prior knowledge and vocabulary about the organism that they intend to study. Here, students will learn how to study the organismal biology (i.e., forms and functions, population patterns, and ecological interactions) of three groups of organisms across the energy pyramid of life: plants, insects and birds.
   4. Species-based Research. Specimens are central to the research conducted by natural historians. Here, students learn about species concepts and how these concepts affect the identification process for a specimen, and also how the methods and motivations for research have changed for naturalists in the past, to biologists today.

2. Consolidate the proficiency of skills used in studying and communicating natural history through experiential learning, and reapplication of these skills in creating their own research content. There are five skill sets:
   1. Natural History Documentation. A naturalist documents natural phenomena and organisms in an organized, scientific way. Students will learn how to record and organize field notes and species accounts, as well as practice scientific illustration in order to document a specimen both in the field and in the lab.
   2. Specimen handling. Natural history involves specimen-based research. Here, students learn how to collect, process and preserve different types of specimens, as well as how to organize their associated information.
   3. Species Identification. A naturalist has to identify the organism that they are studying. Here, students will learn how to use taxonomic identification tools such as dichotomous keys and spot-character sets to help them identify specimens. They then reapply these tools to create their own specimen identification systems.
   4. Science Communication and Engagement. Naturalists need to be able to communicate their observations and insights to different audiences. Here, students learn how to present their findings into a format that can be utilized and reproduced by other researchers. They also learn to translate scientific concepts and findings into a presentable and engaging format that the general public can relate to, through the use of language and visual arts as well as other forms of aesthetics.

3. Develop and sharpen the student’s observational awareness towards their sensory experience of the external environment, as well as the conventional concepts and mental perceptions associated with that direct experience.
   1. Students will learn to identify signs in nature that are ‘hidden in plain sight’ and not immediately apparent when considered using conventional concepts (e.g., documenting an organism at different scales of size or perspectives to yield more information)
   2. They will also practice cognizing mental perceptions (i.e., feelings and emotions) associated with sensory input such that their volition and response are not confined by these pre-existing perceptions when contemplating the input. This is primarily done through focusing on the direct experience of a sensory input, and investigating its relationship with the associated mental perception (e.g., considering the light pressure sensations of an insect crawling on an arm and investigating how this could elicit a fearful response).

4. Synthesize learnt knowledge, skills and awareness into a self-directed inquiry to explore the nature or undisclosed aspects of natural phenomena. Here, students will develop and conduct their own systematic study to explore a natural history topic of their own choice.

5. Cultivate an enthusiastic curiosity for the natural world and a willingness to share the experience with others. While this goal may seem peripheral to pedagogy, it is nonetheless a crucial part of the module. Natural history has always been sustained by passion and interest, and without passion, many of the above pedagogical aims can become dreary, tedious and even uncomfortable. The sense of wonder is a core feeling that inhabits the heart of a naturalist, and will be what drives much of the focused, intentional observation and curious inquiry of the natural world.

The desired learning outcomes for students are the five key qualities of being a naturalist:
 

1. Knowledge. Having enough knowledge (i.e., vocabulary, concepts and context) about the natural world in order to understand and communicate about it in a meaningful way
   

2. Skills. Able to employ an observational and analytical skillset with rigour to document and study the natural world in a scientific, reproducible way.
   

3. Awareness. More importantly, beyond the intellectual aspect, a naturalist is practiced enough in observational awareness of their environment and themselves such that they are able to cognize (and hence not be constrained by) the nature of conventional concepts and mental perceptions associated with worldly sensory input. This then allows them to develop deeper insights and meaningful inquiry into both their selves and the natural world (e.g., spotting and inquiring about interesting patterns in nature that are ‘hidden in plain sight’; or being able to investigate the roots of a contact-phobia with a particular organism).
   

4. Self-directed inquiry. A naturalist is able to synthesize their knowledge, skills and awareness into a curiosity-driven inquiry. They can identify a phenomenon of interest, and devise a line of investigation in a systematic way to explore the phenomenon in a meaningful manner.

5. Communication. Finally, there is a natural curiosity and enthusiasm born from this investigative interaction with the natural world. The naturalist is able to capitalize on this enthusiasm and employ their knowledge, skills and awareness to communicate the sense of wonder of the natural world to their peers.