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| Formato: | Recurso digital |
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Zenodo
2026
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| Materias: | |
| Acceso en línea: | https://doi.org/10.5281/zenodo.18598873 |
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- The article reveals the problem of forming cause-and-effect relationships in schoolchildren in the process of studying geological processes in geography. It substantiates the importance of developing cause-and-effect thinking as an important component of students' cognitive activity, which ensures a deep understanding of natural phenomena, the patterns of development of the Earth's crust, and the interrelationships between the components of the geographical envelope. The psychological and pedagogical foundations of the formation of cause-and-effect relationships at school age and their role in the development of logical, systematic, and critical thinking are analyzed. The didactic possibilities of topics related to endogenous and exogenous geological processes are identified for developing students' ability to establish the causes of phenomena, predict their consequences, and assess their impact on the natural environment and human activity. Particular attention is paid to teaching methods and techniques that promote the cognitive activity of schoolchildren, in particular the use of problem questions, educational situations, analysis of geographical maps and diagrams, modeling of geological processes, as well as working with cause-and-effect chains and logical diagrams. It is shown that the systematic application of such methods increases the level of awareness of the educational material and contributes to the formation of a holistic view of the dynamics of geological processes. It is concluded that the purposeful formation of cause-and-effect relationships during the study of geological processes increases the effectiveness of geography teaching, contributes to the development of students' natural scientific thinking, and forms the basis for an environmentally responsible attitude towards the environment.