Integrating topic-based and cause-and-effect approaches in geography education: A psycholinguistic perspective on cultural learning
Abstract
This article explores the integration of topic-based and cause-and-effect approaches in teaching culture through geography at Interclass, a bilingual school in Ukraine. By combining these methods, students develop a deeper understanding of how geography influences cultural development while enhancing their cognitive and linguistic skills. The psycholinguistic perspective highlights how structured knowledge delivery supports students in processing complex information, fostering critical thinking, and strengthening bilingual literacy. The study demonstrates that integrating thematic exploration with causal reasoning enriches students’ learning experiences, making geography more engaging and meaningful, leading to a deeper understanding of culture through metacognitive schemes.
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