IMPROVING DIDACTIC SUPPORT IN GEOGRAPHY EDUCATION THROUGH INTERACTIVE METHODS AND DIDACTIC GAMES

Abstract

This article examines the theoretical and methodological foundations for improving didactic support in geography education through interactive methods and didactic games. Drawing on content and comparative analysis of scholarly and methodological sources, methodological modelling, and constructive design, the study identifies key problems associated with organising interactive learning activities. These include selecting a method before defining the intended learning outcome, equating outward activity with meaningful interactivity, weakening individual accountability in group work, and failing to specify clearly the expected learning product and assessment criteria. To address these issues, the article proposes a six-stage instructional framework that integrates the formulation of learning outcomes through geographical activity, the selection of problem-based questions and source materials, the planning of methods and content-related roles, the management of collaborative analysis, criteria-based assessment, reflection, transfer, and corrective support. The practical application of the framework is demonstrated through a role-based analytical game designed for the Grade 10 geography topic “Global Environmental Problems.”