https://doi.org/10.59132/geo/2026/2/44-53
Izvleček
Razvoj geoinformacijskih tehnologij odpira nove možnosti za geografsko izobraževanje. Med možnimi didaktičnimi pripomočki so brezpilotni letalniki oziroma brezpilotniki. Ti omogočajo povezovanje podrobnih posnetkov daljinskega zaznavanja z neposrednim terenskim delom s ciljem spoznavanja oz. raziskovanja domačega kraja ali drugih območij. Namen prispevka je predstaviti didaktični potencial, priložnosti in omejitve uporabe brezpilotnikov v geografskem izobraževanju. Raziskava temelji na pregledu znanstvene in strokovne literature ter na analizi primerov izobraževalne prakse. Ugotovitve kažejo, da uporaba brezpilotnikov prispeva k razvoju prostorskega mišljenja, povečuje motivacijo učencev ter krepi njihove digitalne in raziskovalne veščine. Hkrati odpira tudi vprašanja organizacijskih, pravnih in etičnih omejitev njihove uporabe. Prispevek poudarja, da brezpilotniki niso zgolj tehnološka novost, temveč tudi smiseln didaktični pripomoček za spoznavno, raziskovalno in problemsko usmerjeno učenje, ki vključuje geoinformacijske pristope v geografsko izobraževanje.
Abstract
Bird’s-Eye View: Drones as Tool for Geography Education
The advancement of geoinformation technologies is opening up new possibilities for geography education. Among the potential teaching tools are unmanned aerial vehicles (UAVs), commonly referred to as drones. These devices facilitate the integration of detailed remote sensing imagery with direct fieldwork, allowing students to explore and study their local area or other regions. The purpose of this article is to present the educational potential, opportunities, and limitations of using drones in geography education. The research is based on a review of scientific and professional literature and an analysis of examples of educational practice. The findings indicate that the use of drones contributes to the development of spatial thinking, increases student motivation, and strengthens their digital and research skills. At the same time, it raises questions regarding the organisational, legal, and ethical limitations of their use. The article emphasises that drones are not merely a technological novelty but also a meaningful didactic tool for cognitive, inquiry-based, and problem-based learning, which incorporates geoinformation approaches into geography education.