Scholarly record

THE SELECTION OF DIDACTIC RESOURCES IN THE GEOGRAPHY LESSON - AN EXPRESSION OF THE TEACHER'S DESIGN THINKING

Maya Vasileva, Kliment Naydenov

Abstract

From a scientific point of view, the origins of design thinking can be traced back to the late 1960s. The very concept of "design thinking" appeared in the late 1980s and 1990s, when Rolf Faste began teaching design thinking as a "method of creative action" at Stanford University. Since then, various definitions of this concept have been added to the literature. Although design thinking is a business methodology, today it is widely used in the public, non-governmental, health and education sectors. With a view to stimulating efficiency in training, today more and more educational institutions are turning to it. This is not surprising, given the applicability of design thinking in several main areas: teachers, students, parents, administration. In education, it follows certain stages and methods: understanding needs, forming teams, dialogue, generating solutions, using a structured and facilitated learning process. On a global scale, numerous effective practices have been amassed for the implementation of design thinking in the realm of education. The incorporation of design thinking principles extends to Bulgaria as well. Our country primarily focuses on formulating programs for the advancement of design thinking within the framework of international and regional projects, primarily in the field of ICT, which are directed towards secondary education. In this regard, the present study proposes that the selection of didactic resources in a geography lesson is an expression of the teacher's design thinking. The research is grounded in the understanding that presenting the interrelationships between natural features and social activities in the various spaces of the Earth is a significant challenge in geography. Therefore, the subject equally demands a multitude of didactic resources. To fulfill the objectives of the study, three categories of didactic resources are presented, their functions in the lesson are outlined, their features are delineated, and the competence of the teacher for their appropriate application in lesson planning is emphasized. The comprehensive didactic-methodical description of didactic resources in geography education is based on the constructive framework for planning the geography lesson proposed by Schaal in 2012. The fundamental categorization of didactic resources by Fuchs in 1980 has been supplemented and modified.

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