In the theoretical part of this master’s thesis, we seek to unpack the complex concept of space and the cognitive processes required for successful functioning within it. We discuss spatial orientation, its place in Slovenian primary-school subject curricula, and, finally, museum pedagogy and museums as an important complement to school-based learning. The aim of the thesis is to design an interactive exhibition as a tool for developing spatial competences among lower-primary pupils and to examine pupils’ performance in a selected activity. The interactive exhibition can be implemented at Slovenia’s only children’s museum—the Children’s Museum Herman’s Den (Museum of Recent History Celje). We designed 18 targeted activities and interactive exhibits, aligned with the museum’s constraints. The selected activity, focused on recognizing views from different directions, was pilot-tested with a total of 49 pupils in grades 1, 3, and 5. Data were collected through document analysis, semi-structured observation, a questionnaire, and analysis of pupils’ sketches. Sampling was non-probability, convenience sampling. The data were analysed descriptively and thematically. The results show a clear developmental trend: with grade (age), success in object recognition and viewpoint determination increases, as does the quality of sketches. The greatest challenge across ages was recognising an object from below, followed by drawing a milk carton from the side. Pupils rated the activity as easy; nevertheless, even fifth-graders reported cognitive effort. With this research, we contribute to the Slovenian educational context by providing insight into age-related performance on “views from different directions” tasks and by offering a concrete set of targeted activities ready for immediate implementation. The activity set can serve teachers as both inspiration and a practical tool for systematically fostering spatial competences.
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