INFORMATIONAL AND DIDACTIC ASPECTS OF USING MUSEUM PEDAGOGY RESOURCES IN SCHOOL GEOGRAPHY EDUCATION

Abstract

Abstract. The article explores the informational and didactic aspects of using museum pedagogy resources within the system of school geographical education. The purpose of the study is to theoretically substantiate and identify the informational and didactic aspects of utilizing museum pedagogy resources in school geography education. The research objectives are as follows: to analyze scientific approaches to museum pedagogy as a component of the modern educational space; to define the essence and structure of informational and didactic aspects of using museum resources in geography teaching; to characterize the didactic potential of museum information for the development of students’ geographical competencies; and to substantiate the features of effective integration of museum resources into school geography education.

The didactic potential of museums as a special educational environment has been justified, combining subject- expositional, informational, and digital resources to form students’ holistic geographical understanding. Theoretical

approaches to museum pedagogy as an interdisciplinary field based on constructivist learning models, activity-based, and competency-based approaches have been analyzed. The possibilities for integrating museum resources into the content of school geography courses have been determined to deepen knowledge of natural complexes, cultural landscapes, regional characteristics, and socio-economic processes. Particular attention is given to the informational resources of museums (exhibits, collections, archival materials, multimedia, and digital platforms) and their didactic adaptation to the age and cognitive characteristics of students. The didactic functions of museum resources in geography education are characterized as cognitive, motivational, developmental, value-oriented, and integrative. Forms and methods of applying museum pedagogy in the educational process are proposed (lesson-excursions, integrated lessons, educational projects, research activities, virtual tours) to facilitate the development of subject-specific and key competencies in students. It has been demonstrated that the systematic use of museum resources in school geography education enhances learning motivation, stimulates cognitive activity, promotes the development of spatial thinking, ecological culture, and civic consciousness. The importance of museum pedagogy for implementing the regional component of educational content, particularly in mountainous areas, and for forming sustainable educational practices has been emphasized.