Abstract
The article presents the pedagogical construct called the Conceptual Model for Developing Research Competence in High School Geography, designed as a result of research into the theoretical foundations of school competence, research/investigative competence, and its curricular specificity in Geography in Romania and the Republic of Moldova. A scientific media convention bridging theory and practice, it is elaborated in the form of an epistemological structure of the teaching-training/development-evaluation process. The model is conceived within the framework of the operational theory of learning, the socioconstructivist postmodern educational paradigm focused on competence-based curriculum, and the triple logic paradigm, based on a set of pedagogical, didactic-geographical, and investigative principles. Being the essence of theoretical reflection and practical synthesis, the model is an instrument that configures the interdependence of research/investigative competence development along normative, formative, and evaluative coordinates.
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