Simulation Methods in Geography Education: Examples of Good Practice
DOI:
https://doi.org/10.18690/rg.21.1.5475Keywords:
simulation method, geography, education, good practice, curriculumAbstract
The paper provides an analysis of the application of the simulation method in Geography education at the primary school level. Following a theoretical overview of the method’s development and a discussion of its advantages and limitations, the study considers its potential within current classroom implementation of the Croatian Geography Curriculum. The central part of the paper presents examples of good practice through classroom simulations of sessions of international organizations (the European Commission and the United Nations Security Council), conducted by the author in May 2024 and 2025 in two primary schools. In total, 12 simulations were conducted across six seventh-grade and six eighth-grade classes, involving 78 students. The evaluation results show that 57% of students achieved the grade excellent (A), 32% very good (B), and 21% good (C), with only one student receiving a passing grade (D). The analysis highlights students’ high motivation, the development of communication and negotiation skills, and their perceptions that experiential learning facilitated more meaningful knowledge acquisition. The method also enables teachers to gain a more comprehensive insight into students’ competencies, while enriching teaching by linking geographical content with civic education and cross-curricular themes.
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