The conceptual model for the development of research/investigation competence in high school students in the discipline of Geography

Abstract

The article presents the pedagogical construct called the Conceptual Model for Developing Research Competence in High School Geography, designed as a result of research into the theoretical foundations of school competence, research/investigative competence, and its curricular specificity in Geography in Romania and the Republic of Moldova. A scientific media convention bridging theory and practice, it is elaborated in the form of an epistemological structure of the teaching-training/development-evaluation process. The model is conceived within the framework of the operational theory of learning, the socioconstructivist postmodern educational paradigm focused on competence-based curriculum, and the triple logic paradigm, based on a set of pedagogical, didactic-geographical, and investigative principles. Being the essence of theoretical reflection and practical synthesis, the model is an instrument that configures the interdependence of research/investigative competence development along normative, formative, and evaluative coordinates.