Volume/Issue :

Article type :

Case studies

Page No :

123-135

Abstract :

Environmental orientation skills, their development in primary education, and their significance for environmental awareness, critical thinking, and learning outcomes have been widely discussed in scholarly literature. Based on recent theoretical and empirical research, a framework of orientation skills for primary education was developed. It includes the following components: orientation and navigation, spatial thinking, map reading and analysis, practical application of orientation skills, and understanding relationships between place and space. This article presents a case of learning outside the classroom: an orienteering hike for second-grade students comprising 11 stations with designated exercises at each. The hike was designed and organized by the author of the article, a Vilnius University student, during her teaching practice. Four groups of students, equipped with a map of Vilnius Old Town and worksheets, navigated between stations to complete the assigned challenges. Analysis of the worksheets and students' reflections revealed several successful aspects of the educational activity (the orienteering hike): 1) engaging students in collecting information about historical, cultural, and natural sites in Vilnius; 2) developing students' attentiveness, concentration, and observation skills; 3) encouraging teamwork and maintaining students' active participation during group assignments; 4) strengthening students' connection with their environment; 5) organizing the educational process and ensuring student safety; and 6) managing time efficiently, as the exercises were not overly long and the duration of the hike was optimal. Areas for improvement include the formulation of exercises. More structured instructions should be provided, as second-grade students may find multi-sentence tasks challenging to comprehend. In future implementations, when students are required to search for information online, it would be beneficial to provide specific links or resources, ensuring that all learners can work at a similar pace and have equal opportunities to complete assignments effectively. Additionally, involving parents or colleagues during outdoor learning activities could allow the organizer to focus more effectively on observing and supporting the learning process.

Keywords :

environmental awareness, primary school students, orientation skills, orienteering hike, analysis of worksheets

References :

Aladağ, E., Arıkan, A., & Özenoğlu, H. (2021). Nature education: Outdoor learning of map literacy skills and reflective thinking skill towards problem-solving. Thinking Skills and Creativity, 40(2), Article 100815. https://doi.org/10.1016/j.tsc.2021.100815
Bakonis, E., Grinytė, L., Indrašienė, V., Jarienė, R., Penkauskaitė, U., Penkauskienė, D., & Rakovas, T. (2014). Kritinio mąstymo ugdymo mokomoji medžiaga mokinių ir jaunimo organizacijų nariams [Teaching material for the development of critical thinking for students and members of youth organizations]. VšĮ Šiuolaikinių didaktikų centras. https://sdcentras.lt/wp-content/uploads/024-leidinio-tekstas-kritinio-mastymo-ugdymo-mokomoji-medziaga-mokiniu-ir-jaunimo-organizaciju-nariams.pdf
Bufasi, E., Čakāne, I., Greitans, K., Dudareva, I., & Namsone, D. (2024). Lesson study as a professional development model for teaching spatial ability in primary STEM. Education Sciences, 14(5), Article 512. https://doi.org/10.3390/educsci14050512
Farran, E. K., Blades, M., Hudson, K. D., Sockeel, P., & Courbois, Y. (2022). Spatial exploration strategies in childhood: Exploration behaviours are predictive of navigation success. Cognitive Development, 61, Article 101153. https://doi.org/10.1016/j.cogdev.2021.101153
Gersmehl, P. J., & Gersmehl, C. A. (2007). Spatial thinking by young children: Neurologic evidence for early development and "educability". Journal of Geography, 106(5), 181–191. https://doi.org/10.1080/00221340701809108
Græsli, J. A., & Lien, G. (2024). How can children best learn map skills? A step-by-step approach. European Early Childhood Education Research Journal, 32(5), 909–924. https://doi.org/10.1080/1350293X.2024.2322528
Kidman, G., & Chakraborty, D. (2022). Inquiry-based practices in primary school geography. In G. Kidman & D. Schmeinck (Eds.), Teaching primary geography (pp. xx–xx). Springer. https://doi.org/10.1007/978-3-030-99970-4
Lang, C., & Quon, C. (2022). Fieldwork in primary geography: Australia. In G. Kidman & D. Schmeinck (Eds.), Teaching primary geography. Springer. https://doi.org/10.1007/978-3-030-99970-4_8
Makarskaitė-Petkevičienė, R., & Pupeikienė, J. (2022). Orientavimasis aplinkoje ir jos pažinimas: veiklos įvairovės ir mokymosi tyrinėjant aspektai [Orientation in the environment and its cognition: Diversity of activities and aspects of learning through inquiry]. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 28, 36–56. https://doi.org/10.48127/gu/22.28.36
Nazareth, A., Newcombe, N. S., Shipley, T. F., Velazquez, M., & Weisberg, S. M. (2019). Beyond small-scale spatial skills: Navigation skills and geoscience education. Cognitive Research: Principles and Implications, 4(1), Article 17. https://doi.org/10.1186/s41235-019-0167-2
Rakickienė, L. (2020). Mokyklinio amžiaus vaiko ir jaunuolio kognityviosios ir socialinės-emocinės raidos aprašas [Description of cognitive and social-emotional development of school-age children and adolescents]. https://www.mokykla2030.lt/wp-content/uploads/2020/06/VAIKO-RAIDOS-APRASAS.pdf
Şeyhan, A. (2019). Out-of-school learning to achieve the spatial perception skills: A case study. Review of International Geographical Education Online, 9(3), 618–638. https://doi.org/10.33403/rigeo.630353
Zisi, C., & Klonari, A. (2022). Investigating Greek kindergartners' spatial abilities: Are they the best they can be? European Journal of Geography, 13(3), 1–18. https://doi.org/10.48088/ejg.c.zis.13.3.001.018
Žukauskienė, R. (2012). Raidos psichologija: integruotas požiūris [Developmental psychology: An integrated approach]. Margi raštai.

Cite as :

Teresevičiūtė, A. (2026). Orientacinių gebėjimų ugdymas antroje klasėje: ugdymo proceso dalyvių patirtys [Development of orientation skills in second grade: Experiences of participants in the educational process]. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 32, 123–135. https://doi.org/10.48127/gu/26.32.123