New approaches to projection of textbook components for history for the development of students' geospatial thinking

- Пометун, Олена Іванівна (orcid.org/0000-0002-4602-6383) and Гупан, Нестор Миколайович (orcid.org/0000-0001-8613-9705) (2024) New approaches to projection of textbook components for history for the development of students' geospatial thinking Проблеми сучасного підручника (32). pp. 209-226. ISSN 2411-1309

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Abstract

This article addresses new approaches to designing components of history textbooks for students in grades 5-7, aiming to develop their geospatial thinking in the context of the 2020 State Standard for Basic Secondary Education. The article notes that in historical studies, geospatial thinking involves students analyzing the interplay and interdependence of the natural environment and social life, as well as their development over space and time. The textbook should be a crucial tool for achieving these goals, integrating them with the assimilation of historical material. The design of the history textbook is envisioned to include the following components: a set of specially developed and age-appropriate maps; visual sources (photographs, diagrams, infographics) reflecting geographic and historical space; textual narratives offering a comprehensive characterization of the economic, political, and social development of various lands, regions, and countries; a system of tasks built with consideration of the skills that constitute students’ geospatial thinking. The task system in the textbook should aim to develop the full spectrum of students’ geospatial competencies, from localizing events and phenomena in historical space and time to performing cognitive operations such as analysis, synthesis, and evaluation of the role of historical space in societal life. Future directions for improving history textbooks in developing students’ geospatial thinking include: developing creative individual and group tasks for student research and projects aimed at creating diagrams, plans, thematic maps, and models to visualize the spatial aspects of historical phenomena and constructing spatial models of historical objects and processes. It also involves integrating a digital supplement with interactive tasks into the textbook’s educational-methodical set, which involves the use of online maps and GIS systems, as well as organizing/creating virtual tours to historical landmarks using digital platforms.

Item Type:	Article
Keywords:	history education, students’ geospatial thinking, history textbook, components, active learning
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 9 Geography. Biography. History > 93/94 History
Divisions:	Institute of Pedagogics > Department of Social Science Education
Depositing User:	с.н.с. Петро Володимирович Мороз
Date Deposited:	21 Dec 2024 14:18
Last Modified:	21 Dec 2024 14:18
URI:	https://lib.iitta.gov.ua/id/eprint/743756

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