USE OF RESEARCH-BASED LEARNING TECHNOLOGY IN THE PROCESS OF STUDYING GEOGRAPHY

Abstract

The article substantiates the importance of using research-based learning technology in the educational process of geography. It has been proven that this technology contributes to the development of individual abilities and research activities of students, ensures a higher level of cognitive independence, increases internal motivation, and facilitates the preparation of students for lifelong self-education. A thorough analysis of scientific achievements and empirical materials indicates the absence of a deep and holistic study of the methodology for using research-based learning technology aimed at developing students’ creative potential in the process of studying geography within the framework of the New Ukrainian School. The purpose of the article is to justify the necessity of using research-based learning technology in the educational process of geography; to experimentally determine the actual state of the problem in teaching practice; to identify the methodological features of applying research-based learning technology in geography lessons; and to clarify the challenges and obstacles to its implementation at the present stage of the development of geographical education. During the research, theoretical methods (general scientific methods of studying objective reality, comparative-historical and structural methods), empirical methods (questionnaires, conversations, interviews), observational methods (observation, self-observation), and praxiometric methods (analysis of advanced and mass pedagogical experience and activity results) were used. The experimental work was carried out in general secondary education institutions of Vinnytsia and Zhytomyr. Various perspectives of scientists and respondents on the conceptual essence of the term “research-based learning technology” and its role in ensuring the effectiveness of the geography educational process are examined. The results of the ascertaining experiment, which determined the actual state of the problem in teaching practice, are analyzed. It was found that at the current stage, the use of research-based learning technology in the educational process of geography is quite widespread. However, teachers do not always take into account its methodological specifics, advantages, and limitations, and they often use research tasks only sporadically. The main problem is the insufficient development among students of skills and abilities for independent work with sources of geographical information, the weak formation of logical thinking techniques, and the fact that not all of them have a sufficient level of knowledge to be active participants in the educational process. It has been established that modern students associate research-based learning technology with creativity, independence, critical thinking, the development of communication skills, discovery of new ideas, the ability to justify their own position, self-confidence, and diversity of opinions. The methodological features of applying research-based learning technology in geography lessons are identified. The problems and prospects of applying this technology in the process of studying geography are outlined.