COLLABORATIVE INQUIRY-BASED GEOGRAPHY LEARNING USING OPENSTREETMAP AS A STEAM-ORIENTED EDUCATIONAL MEDIA RESOURCE

Abstract

This article examines the effectiveness of using the digital cartographic service OpenStreetMap for organizing collaborative inquiry-based geography learning. The purpose of the study is to substantiate a model that promotes the development of students’ spatial thinking, research, and analytical skills within the context of STEAM-oriented education. The research was conducted at School-Gymnasium-Boarding School No. 10 named after K. Satpayev in the Saryagash district of Turkestan region. Within the framework of a quasi-experimental design, students of grade 9 “A” (experimental group) completed a series of inquiry-based assignments developed using OpenStreetMap, while grade 9 “Ә” (control group) followed the traditional curriculum. The results demonstrated significant improvements in the experimental group’s ability to analyze spatial processes, work with cartographic data, prepare group projects, and enhance communication skills. The experimental group also showed higher scores in “analytical thinking,” “creative and innovative thinking,” “systemic understanding,” as well as “communication skills” and “ethical awareness” compared to the control group. These findings confirm that the integration of STEAM components, digital technologies, and project-based approaches increases students’ research engagement, autonomy, and critical thinking ability. The proposed approach contributes to the development of spatial literacy, strengthens the practical orientation of the school curriculum, and fosters a culture of data-driven learning. Implementing this methodology aligns the content of geography education with modern educational requirements.