Наступність у формуванні екологічної компетентності молодших школярів засобами геоінформаційних технологій

Abstract

Резюме. У статті здійснено теоретичний аналіз проблеми наступності у оволодінні молодшими школярами складниками екологічної компетентності та запропоновано методичні рекомендації до їх формування засобами геоінформаційних технологій під час вивчення інтегрованого курсу «Я досліджую світ». Визначено різницю між геоінформаційними системами (ГІС) та геоінформаційними технологіями (ГІТ).

Abstract. The article provides a theoretical analysis of continuity in mastering the components of ecological competence by primary school pupils and offers methodological recommendations for their development through geoinformation technologies within the integrated course «I Explore the World». The distinction between Geographic Information Systems (GIS) and Geoinformation Technologies (GIT) is clarified. GIS are characterized as a means of processing spatial information usually tied to a specific part of the Earth’s surface and applied for its management. They are classified according to territorial coverage, purpose, and functional capacity. Geoinformation technologies are positioned as a complex of digital approaches and tools that integrate software, hardware, and data for working with geographic information, including both spatial (maps, images) and tabular datasets. The essence of ecological competence of a primary school pupil is revealed in the context of the renewed State Standard of Primary Education. It is interpreted as an integrated personal characteristic combining environmental knowledge, value orientations, a responsible attitude toward nature, and readiness for environmentally sustainable activity. The article illustrates the implementation of the principle of continuity in developing ecological competence among primary school pupils through geoinformation technologies available for children aged 6–10 years: interactive maps, mobile applications, and digital terrain models. Priority is given to interactive maps («Ukraine. Physical Surface», «World. Interactive Map», Google Maps, OpenStreetMap), simple visualizers of natural phenomena (online weather maps such as Meteo.ua, Weather & Radar, SaveEcoBot), cartographic services with thematic layers (Google My Maps, uMap based on OpenStreetMap), educational geoportals (NASA Climate Kids, Copernicus Climate Change Service (C3S) for visualizing climate change, National Geographic Education – MapMaker), as well as mobile applications for spatial orientation and interaction with natural objects.