Abstract
The research aims to solve the methodological issue of studying weather types in the Introductory Geography Course. The analysis of school textbooks for the Introductory Geography Course showed that they contain either limited information on weather types or no information at all. A survey of Year 6 students revealed their difficulty in formulating the definition of the concept “weather type”, as well as the lack of differences in their definitions of the concepts “weather type” and “weather”. Nevertheless, survey data show that Year 6 students demonstrate an increased cognitive interest in matters related to the study of the weather. A survey of Geography teachers showed that they have difficulties in formulating the concept of “weather type”. This is accounted for by the lack of modern methodological literature on the issue. The paper offers a solution to the current problematic educational situation. Scientific novelty of the research lies in developing methodological recommendations for the study of weather types in the Geography Course for Year 5 and Year 6 students. The results of a pedagogical experiment conducted at schools in St. Petersburg, Leningrad and Nizhny Novgorod regions have shown positive dynamics regarding the proposed methodological recommendations.
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