THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR DEVELOPING STUDENTS’ VISUALCOGNITIVE COMPETENCE THROUGH HISTORICAL-CARTOGRAPHIC ANALYSIS
This article is devoted to the theoretical and methodological study of the effectiveness of the historical-cartographic analysis methodology in forming students’ visual-cognitive competence in the educational process. The main aim of the research is to identify visual-cartographic approaches aimed at developing students’ memory, attention, and spatial thinking abilities, as well as ensuring their practical integration into the learning process. The article analyzes the pedagogical potential of cartographic materials, elements of visual-cognitive competence, and their interaction, and also develops methodological recommendations
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