Volume/Issue :

Article type :

Case studies

Page No :

136-144

Abstract :

Nowadays a pupil with his unique personality and inner world is in the centre of education. Therefore, the main objective of the present-day teacher is to choose the right forms and teaching methods which would correspond the target goal of education which is to develop pupil’s individuality. The most ancient means of children’s education is a game. Games supplement the traditional forms of education as well as encourage the teaching-learning process to be active and enjoyable for pupils. A game gives pupils the opportunity to experiment and manipulate. In addition to this, games have strong emotional effect on pupils; form a lot of their new skills and abilities such as communicative skills, ability to work in a group, decision making, and taking responsibility. Furthermore, games develop pupils’ organizational skills, empathy; they encourage them to be helpful and supportive to others while solving difficult problems. As a result, the use of playing techniques in teaching allows to accomplish a range of pedagogical objectives. Geography games in combination with other pedagogical technologies increase the efficiency of the geographical education. However, even the most successful game cannot alone assure the achievement of all educational goals; that is why, games should be viewed as a constituent part of the system of all educational forms and methods used in teaching. Perception stereotype which has formed to the majority of pupils often is the cause of their negative attitude towards playing activities during the lesson. On the one hand, pupils are used to think that activity suggested by the teacher at school during the lesson cannot be emotionally attractive to them. On the other hand, pupils might consider a game during the lesson as something inappropriate and irrelevant for their age as well as not so helpful in mastering/learning new material. Consequently, it is important to change pupils’ view point of a game by making it an ordinary and useful form of education. Efficiency of any game depends on meeting a number of requirements: • to think over the purpose of the game; • to motivate the pupils; • to follow all the three organizational stages of the game; • to combine skillfully both group and individual work during the game; • to make pupils solve cognitive and challenging questions; • to use all the necessary means of education; • to involve all the pupils in the game; • to organize appropriately the process of assessment and self-assessment of the pupils. Every good game, in the first place, contains considerable physical and mental effort.

Keywords :

game, geography teaching, science education, secondary school

References :

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Cite as :

Edinskaya, L., Urbanovich, A. (2011). Igry na urokah estestvennyh nauk i geografii [Gaming technology on the lessons of natural sciences and geography]. Kn. Gamtamokslinis ugdymas bendrojo lavinimo mokykloje - 2011 [In. Natural Science Education at a General School - 2011] (XVII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Vilnius, 2011 m. balandžio mėn. 29-30d. / Proceedings of the Seventeenth National Scientific-Practical Conference, Vilnius, 29-30 April, 2011) (pp. 136-144). MMC "Scientia Educologica".