THE METHODOLOGICAL POTENTIAL OF INTERNATIONAL ASSESSMENT PROGRAMS FOR DEVELOPING GEOGRAPHICAL CONCEPTS IN PRIMARY SCHOOL SCIENCE LESSONS
Abstract
This article is devoted to studying the methodological potential of international assessment programs (PISA, TIMSS) in developing geographical concepts in primary school science lessons. Within the scope of the study, tasks used in international assessment programs were analyzed to identify their pedagogical possibilities for enhancing students’ geographical knowledge, skills, and critical thinking. The article emphasizes an axiological approach and discusses the effectiveness of integrating international assessment programs with the national curriculum. The research results demonstrate the potential of these programs to improve geographical literacy, develop scientific thinking, and foster responsible attitudes toward natural resources and the environment in primary school students.