Development of Cognitive Geography Ideas in a Digital Educational Environment

5. CONCLUSION 
Thus, within the framework of cognitive geography new 
methodological orientations of scientific knowledge are 
developing, through which modeling of the geographic 
image includes content and meaning constructs: the image 
of the place is saturated with emotions and values; it 
includes past experience of human behavior in the 
environment; represents the typical and unique, the 
objective and subjective, and is formed specifically, 
individually. Digital technologies in cognitive geography 
serve as a means of learning and have a high didactic 
potential, making it possible to manage the information 
flow and build it into a meaningful logical field. It can be 
assumed that cognitive methods of image modeling can 
correct the techniques of clip thinking of teenagers, give it 
signs of logical and meaningful certainty and consistency. 
At the same time, the solution of the highlighted problem 
in 
the 
methodological 
aspect 
requires 
scientific 
justification of the ways of reasonable compilation and 
integration of information and educational technologies 
from a system perspective. The use of GIS technologies 
and space modeling as a way of forming spatial thinking in 
combination with traditional abstract-logical descriptive 
and sign-symbolic cartographic models gives consistently 
high results. This process is based on the analysis of the 
effectiveness of interaction between the teacher and 
students both during training and in educational activities, 
and depends not only on the possession of relevant 
competences, but also on the emotional mood created 
during the justified use of information technologies in the 
learning process. 
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