Pedagogical Model For Forming Spatial Representations In Primary School Students: Theoretical-Methodological, Content-Activity, And Reflective-Evaluative Foundations

Abstract

This paper presents a holistic pedagogical model for forming spatial representations in primary school students, comprising three interconnected blocks: theoretical-methodological, content-practical, and reflective-evaluative. The didactic principles (connection with life, learning through play, a polysensory approach, accounting for individual and age-related characteristics, and activity and independence) and methodological approaches (integrative, activity-based, learner-centered, developmental, synergetic, and constructivist) underlying the model are outlined. The structure of the content block (cognitive-theoretical, geometric, and practical components) and the practice-activity block (teaching methods and tools, including ICT and multimedia, 3D models, and virtual construction sets) is presented. The criteria and levels of the reflective-evaluative block are described (motivational, cognitive, and creative criteria; high, medium, and low levels), along with the feedback mechanism linking the model's blocks. It is concluded that a genuine pedagogical effect is achieved only through the systemic integration of all components of the model.