The teaching of physical and natural components and the formation of geographical thinking from the everyday place

Abstract

Physical and natural components as learning content are crucial for understanding phenomena within geographic space. This study aims to examine the importance of investigating these components from the perspective of the everyday place, using problem-based situations to foster the development of geographic thinking in the teaching-learning process. Methodologically, this study adopts a qualitative approach, carried out through a reflective analysis of the facts within the context of the theoretical-conceptual framework discussed. Physical and natural components have become increasingly significant in Geography education, particularly since the 2000, driven by researchers’ efforts to rethink how related content is presented and utilized. This reconsideration emphasizes the need to study these components in an integrated manner, taking into account their interdependencies and their relationships with the use, appropriation, and occupation of space, within the nature-society framework. It is therefore concluded that defining the everyday place as a space for geographical analysis, based on a problem situation, can provide both students and teachers with a theoretical-methodological orientation for the development of geographical thinking. This study contributes to the theoretical-conceptual and methodological discussions in the scientific field of Geography education, particularly regarding aspects involving physical-natural components.