Spatial Thinking in Primary Geography Education: A Design-Based Intervention in Georgia

Abstract

Students' spatial thinking and problem-solving skills are crucial components of modern primary education. While the Georgian National Curriculum emphasises spatial representations and environmental perception skills, significant challenges exist in their practical implementation. Textbooks often lack tasks that engage students with real spatial problems and develop argumentative thinking. This article presents design research conducted in a fifth-grade class at a Tbilisi public school. The study aimed to improve students' spatial thinking and decision-making skills using the Problem-Based Learning (PBL) model. Five interventions addressed real geographical situations, including settlement planning, protected area selection, and infrastructure placement. Results showed that targeted and consistent work on spatial tasks significantly improved students' abilities to read maps, recognise spatial relationships, and make rational choices. Despite progress, certain difficulties persisted, particularly in aligning self-assessment with actual performance and developing analytical thinking components. The article examines contradictions between standards and textbooks, identifying characteristics of pedagogical practice that either facilitate or hinder spatial skills development.