American Journal Of Philological Sciences
84
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue 03 2025
PAGE NO.
84-90
10.37547/ajps/Volume05Issue03-22
Use of Local Pedagogical Technologies in Teaching
Geography
Amonov Kholmuhammad Normurotovich
Doctor of Pedagogical Sciences (DSc), Head of the Department of Quality Control of Education at the National Institute of Pop Art
named after Botir Zakirov under the State Conservatory of Uzbekistan
Received:
27 January 2025;
Accepted:
16 February 2025;
Published:
21 March 2025
Abstract
:
The article describes the concept of local technologies, the classification and definition of local
technologies, and how to use local technologies in geography lessons.
Keywords:
Lokal, Education Techology, Case study, Insert, Clestur, Venn Diagram, Brainstorming, Small Group
Work.
Introduction:
In order to activate students’ cognitive
activity in the study of geography, it is advisable to
identify, systematize, monitor and evaluate the
knowledge, skills and abities acquired by students in
the course, as well as the use of local technologies in
the study of a new topic.
Use of local pedagogical tehnologies in teaching
geography “Case study”, “Insert”, “Cluster”, “Venn
diagram”, “Brainstoring”, “Working in small groups”,
“Chain of terms”, “Term sheet”, quisk games and
various forms of game exercises are recommended.
The use of Case study in the teaching of problematic
issues in the content of the geography course is highly
effective.
“Cases” –
case studies are derved from English and
mean process or situation.
Initially, this technology was used in the training of
business and entrepreneurs, and based on the content
of the current subject, educational discussions are
organized to create and solve problem situations on
external and internal, objective and subjective factors
of natural processes.
To use the case in the edicational process, the teacher:
• Identify problematic topics in the content of the
program, create problem-solving tasks to teach these
topics;
• Determine whether the problem
-solving tasks will be
organized individually or in small groups of students
according to the level of difficulty;
• Plan ways to engage students’ learning activities in
solving these problems and communicating through
learning discussions;
• Provide a final opinion in a learning discussion
organized on the basis of problematic questions and
assignments.
The concerts of the geographical crust which are in the
content of the program, are led in teaching geography,
as well as can be used in the teaching of the
controversial 5th grade textbook “Earth –
a planet in
the solar system”.
Geographical distations, which require pisture
interpretation, play an important role in teaching
geography, and studens have the opportunity to use
the Case study to identify objest and connections
betwenn objects.
The case study in organized on the basis of the
following stages:
Phase I. Forming small groups of an equal number of
students.
Phase II. Distribute the learning tasks to small groups,
consisting of problem-solving questions designed to
explore a specific process, and introduce them to the
didactic purpose of the task.
Phase III. Focusing students’ learning activities on
solving learning problems. Phase IV. Listening to
students’ informa
tion on problem solving.
Phase V. Conducting study debates and discussions
between small groups.
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American Journal Of Philological Sciences (ISSN
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2771-2273)
Phase VI. To draw a general conclusion.
While "Case Study" is used, students apply their
previously acquired knowledge in new situations,
expand and deepen their knowledge, master the
methods of mental activity, increase mental
development and professional training as an individual.
Organizing students’ learning activities in this way
allows them to structure their creative activities. It is
recommended to use the insert on topics that are
intended to study only factual material in the program
content.
Insert is a pedagogical technology at the local level,
which is used by students to understand the main idea
and factual material in the curriculum.
To develop s
tudents’ skills in using insert, they will be
given learning materials and a special table. Students
are encouraged to review each paragraph and mark it
on a special table using specific symbols.
If the information in the paragraph corresponds to the
knowl
edge acquired so far, “I know” –
K, if the
information is clear and new, then “I agree” +, if the
information does not correspond to the knowledge
acquired by studens, then “Need to learn”
-, If you the
students have difficulty mastering, then “I do not
unde
rstand”
-? puts the mark.
A special table used in the insert
Paragraphs №
“I know” – K
“I approve” +
“Need to
learm”-
“I don’t
understand” -?
1.
2.
3.
4 and so on.
The following requirements must be met when using
Insert in the educational progress:
Students are divided into small groups, but through the
insert tool, each student first works individually and
completes the table, comparing their ideas after the
group members have completed the work within the
allotted time;
Ensuring that the signs of the small group members in
the table are the same through a learning debate, i.e.,
achieving uniformity across the next two columns in
the table;
The teacher should organize a learning contest based
on the questions and assignments based on the
teaching material and the signs of the small group
members in the table.
The advantage of working with the insert is that the
information provided by the teacher to fill in the gaps
in knowledge, to fill in the gaps in the knowledge of the
students’, first among the members of the small group,
and then witch each other in small groups.
The function of the source of information in the
pedagogical activity of the teacher using the insert is
rather reduced, and the functions of management and
control of students’ cognitive activity are increased.
Therefore, the teacher should carefully plan and
implement these issues.
In teaching geography, the use of clusters plays an
important role in order to systematize and consolidate
the knowledge acquired by students’.
Cluster -
means “tree” in English.
This local technology paves the way for the
development of analytical-critical thinking skills by
enabling students to understand the interrelationships
between ideas, theories, laws, and concerts that they
have been mastered and being learned.
Creating a cluster is done in the following order:
A specific idea of the content of the geography course
is written in the middle of the board or paper;
The laws related to this idea, the interrelated status of
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American Journal Of Philological Sciences (ISSN
–
2771-2273)
the concerts are determined by an indicator, then the
factual data of these laws and concepts are written
graphically and a network is formed. A conclusion is
drawn about the connections between the previously
studied topic and the studied topic.
In the lessons in which the cluster is used, students are
divided into equal number of small groups and
explained the didactic purpose and order of the
assignment.
Topic: “Earth
-
a planet in the solar system”.
The Earth is crusted like other planets in the solar
system. What does an astronaut observe from space?
He sees the earth surrounded by air on all sides and
clouds floating in the air shell. The Earth’s sphere of air
the atmosphere.
He also sees that the poles of the earth are surrounded
by very large white spots- ice and snow, and a very large
area is occupied by water
–
the oceans and seas.
Countless lakes and rivers can be seen on land.
These are the earth’s water crust
- the hydrosphere.
On land, there are forests, deserts, farms, gardens,
towns and villages. There are hard rocks under forests,
fields, towns and villages, deserts and oceans which
form the earth’s crust. The crust is the hardest crust. All
living things, plants, and the environment in which they
live are collectively called the biosphere. The outer
crust of the earth is better studied. But we know very
little about its deer, inner part. The interior of the earth
cannot be seen direktly, thet means, it cannot be
explored by entering it.
The interior of the Earth is roughly studied by studying
the substances released when volcanoes erupt,
depending on the propagation characteristics of the
earthquake waves. According to scientists, there is a
nucleus (Earth’s core) in the central past of the earth.
Its diameter is about 7000 km. The core is surrounded
by a shell called the mantle. Its thickness is 2900km.
The mantle is covered by the Earth’s crust. It is the
hardest of the Earth’s crust, reaching a thickness of 5
km at the bottom of the oceans and 80 km at the foot
of high mountains. Scientists speculate that the mantle
is made up of magnesium, iron and lead. The
temperature in it is 2000 0 C and higher [1.b. 39-40].
Scientists have found that the deeper the ground, the
higher the temperature rises to 33 0 C every 1,000 m.
Hence, at a depth of 50 km, the temperature reaches
1500 0 C. The temperature in the lower parts of the
mantle and in the core increases even more. At such a
high temperature, the rock had to be melted, that is, in
a liquid state. But this is not the case. Because the
pressure at those depths is so great. For example, at a
depth of 100 km, the pressure is 13,000 times greater
than on the surface, that means, it presses 13 tons of
force on a surface 1 cm long and 1 cm wide. Therefore,
the rocks in the mantle and core are assumed to be in
a solid state.
The internal structure of the earth Scientists predict:
The average crust thickness is 40 km,
Earth’s mantle is 2900 km,
The outer part of the nucleus is 2080 km,
The inner part of the core is 1280 km,
The temperature in the core is 4000 0 C.
We have less information about the Earth’s core. We
only know that its radius is 3500 km and the
temperature is around 4000 0 C. Studying the internal
structure of the earth helps a person to find answers to
many questions necessary for his life. For example, are
there enough minerals? Why an earthquake, can I
predict it? Did the continents shift? Finding answers to
questions like why a volcano erupts is important.
The lithosphere is the hard crust of the Earth. The
Greek lithos means stone, sphaira means ball, or
American Journal Of Philological Sciences
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American Journal Of Philological Sciences (ISSN
–
2771-2273)
tortoise. The lithosphere includes the crust and the
upper part of the mantle.
The earth’s crust consists of three layers of rock. The
first floor will be mostly sedimentary rocks. They are
formed by the subsidence of rocks on land and in water.
They are clay, limestone, sand, sandstone, chalk rocks,
lying in layers. These layers are like a book about the
nature of the earth in the past. By studying these layers,
geologists can learn what nature has been like on earth
for thousands and millions of years. If you look at a
piece of chalk or limestone under a microscope, you
will know
that it is entirely the shells and bones of tiny animals.
They are ancient plants and animals that lived in the
water millions of years ago, as well as remnants of coal
and oil.
The second floor is made of granite. Granite is a
magmatic rock. It is formed by
the penetration and cooling of magma between the
layers of the earth. Magma can be compared to boiling,
burning mud. It cools and turns into granite.
Below the granite layer is a basalt layer. Basalt came
out of the pit. It is heavier than granite and contains
iron, magnesium and calcium. Granite and basalt are
igneous rosks. The crust is not the same under the
continents and under the ocean.
On the continents, the crust is three layers as seen
above. Under the oceans are two floors. That is, it
consist only of sedimentary rosk layers and basalt.
The hard crust of the earth is not solid, but consists of
individual large pieces - slabs.
These pieces are separated from each other by deer
cracks and fissures.
Fragments of the crust slide in different directions over
the liquid rock layer of the mantle. Where the plates
slide in opposite directions collide, the earth’s crust
bends to form arched islands, mountains, and marginal
ocean basins. Examples include the Andes, the
Japanese islands, and the Mariana Trench.
Where the lithosphere plates separate or collide, they
are very mobile, with frequent earthquakes. Many
extinct volcanoes are located here. Such areas form
seismic zones (Greek seismos - vibration) for thousands
of kilometers. At this point, it is useful to compare the
maps of the “Movement of lithosphere plates” and
“Earthquake and the main zones of volcanoes” from
the atlas. It will then be possible to find out where most
volcanoes and earthquakes occur at the junction of
lithosphere plates. The largest of these are the Pacific
Ring of Fire and the Alpine-Himalayan Seismic Zone.
Methods of teaching the topic of the internal structure
of the earth
The technologies used at the local level in teaching the
topic of “Internal structure of the earth”, that means,
the homework in a particular part of the lesson, the
technologies used in the consolidation of the newly
studied topic can be used.
These include Keys, Insert, Cluster, Brainstorming,
Venn Diagram, Small Group Work, Chain of Terms,
Terminology Sheet, quick games, various forms of
game exercises, and etc.
It is recommended to use the insert on topics thet are
intended to study only factual material in the program
content.
To develop students’ skills in using insert, they will be
given learning materials and a special table. Students
are encouraged to review each paragraph and mark it
on a special table using specific symbols. If the
information in the paragraph correspondes to the
knowledge acquired so far, “I khow” –
B, if the
information is clear and new, then “I agree” +, if the
information does not correspond to the knowledge
acquired by students, then “Should learn”
-, students If
you have d
ifficulty mastering, then “I don’t
understand”
-? puts the mark. Below is the insert table.
Paragraphs №
“I know” – K
“I approve” +
“Need to
learm”-
“I don’t
understand” -?
1.The thickness of the
crust is moderate
2. Earth’s mantle
3. The outer part of the
nucleus
4. The inner of the
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American Journal Of Philological Sciences (ISSN
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2771-2273)
nucleus
5. The temperature in
the core
The advantage of using an insert in the classroom is
that the information provided by the teacher to fili in
the gars in the knowledge of students, first of all
between small group members, and then with small
groups, to fili in the gaps in their knowledge.
The use of clusters plays an important role in geography
lessons in order to systematize and consolidate the
knowledge acquired by students. (Cluster-link) is the
way to create an information mar-gather ideas around
some key factor to centralize and define the essence of
the whole structure. Accelerates the activation of
knowledge, helps to freely and openly engage new
interconnected ideas on the topic in the thought
process.
This local technology paves the way for the
development of analytical-critical thinking skills by
enabling students to understand the connections
between ideas, laws, and concerts that are assimilated
and
assimilated,
and
to
understand
their
interdependence. The cluster is formed in the following
order: a specific idea in the content of the studied
science course is written in the middle of the board or
paper, then the concerts related to this idea are
marked with an interconnected status indicator and
form indicator and form a network. Creating a cluster
on a single chapter or topic provides a framework for
students to think systematically. At the heart of the
cluster is the main idea or concert, for example, the
theme “Geographical shell” is formed as fol
lows:
Sample for creating a cluster
In the lessons in which the cluster is used, students are
divided into equal number of small groups, after which
they are explained the didaktic purpose of the task and
the order of its implementation, they are given the
opportunity to summarize their ideas.
Within the allotted time, defend the cluster they have
created, prove their point, the best and easiest
structured cluster is identified, and the winners are
encouraged.
One of the technologies used locally in geography
lessons is the Venn diagram, named after the English
scientist John Venn who developed it. Venn diagram
requires analysis and comparison of concepts and
processes of the studied topic.
On the subjest of the internal structure of the earth, the
study of substances released during volcanic eruptions
can be used to compare similar and different and useful
aspects such as the propagation properties of
earthquake waves, the core of the earth and its
diametr, mantle and its thickness, its composition,
temperature. It is recommended that the Venn
diagram can be seen as follows.
Atmos
phere
Geographical shell
Litho
spher
e
Bios
pher
e
Hydro
sphere
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American Journal Of Philological Sciences (ISSN
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2771-2273)
Expert sheet for Venn diagram
Venn diagram is used to compare, contrast, or contrast
two and three aspects and commonalities in a lesson.
This method develops students’ skills of systematic
thinking, comparison, comparison, analysis.
The Brainstorming method is a step-by-step process in
which the teacher desigins the topic from simple to
complex
1.
The thickness of the crust?
2.
What about the Earth’s mantle?
3. What is the temperature in the nucleus?
4. What is the geographical crust itself?
5. Compare how the biosphere and hydrosphere are
related to each other?
6. Why is a volcano erupting? and so on.
Problem texnology: to teach students to correctly solve
various problem situations arising from the subjest of
the subjest, to develop skills in determining the nature
of the problem, to acquaint them with some methods
of problem solving and to teach them to choose the
right methods, problem causes, problem solving
actions teaches correct identification.
Mode of the lesson: After the teacher divides the
students into groups and plases them in their places, he
explains the rules and requirements of the lesson, that
is, the lesson should be staged and each stage requires
maximum attention from students, they work
individually, in groups and in groups, he says. This
mood helps students to be ready to complete the tasks
assigned to them and stimulates interest in completing
them. After explaning the rules and requirements of
the training, the training will begin:
Carefully watch the film prepared by the students for
the lesson and try to identify the problem, memorize it
or mark it in a notebook (if it is not possible to show the
film, then the teacher can make a map, poster, picture,
poster or a problem on the subjest) the described text
can be used as the study material in the book or atlas):
•
The problems identifed by each group member from
this sheet (picture, text, lif event) are written on a piece
of paper in Whatman or format with a felt-tip pen;
• At the end of the allotted time, the work is read out
by the group;
• Distributed to the gro
ups by the teacher, replacing
the papers selected and written by the groups;
• From the problems written by the groups in the
handouts, each group member chooses one of the
problems that interests him / her;
• In the following diagram distributed by the te
acher,
each group member selects one of the problems they
are interested in;
• Independently analyze the problem selected by each
group member in the following diagram distributed by
the teacher. For example.
Tupe of problem
The problem came
reasons for withdrawal
Problem solving and
your actions
What causes earthquake waves?
- At the end of the individual activity, each student
reads out the analytical work done;
- collective exchange of views on problems and their
solutions;
Uniqueness
Uniqueness
General
aspects of
the internal
structure
of the earth
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American Journal Of Philological Sciences (ISSN
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- After the defense, the teacher concludes the lesson.
Thanks to the small groups for their fun work.
As a result of training with such technology, students
learn that the cause of problem must be determined
before it has been solved, and then they must choose
the methods and techniques they need and clearly
define their actions.
The use of “Concept Analysis”, “Group Work”,
“Remember” exercises, “BLIS” method, “Classification”
and “Contour Map” methods are also effecti
ve when
the local pedagogical technologies are used.
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P.Gulomov, R. Kurbanniyozov. Geografiya. 5th grade
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y-213 p.
A. Soatov, A. Abulqosimov, M.Mirakmalov. Geografiya.
6th grade textbook. Tas
hkent.: “Teacher” Publishing
and Printing House. 2017 y.
Tolipova J.O. Pedagogical teachnologies in teaching
biology. Textbook. Tashkent.: “Chulpon”. 2011
-159 p.
Tolipova J. Theory and practice of developing the level
of scientific and methodological training of a biology
teacher. Dissertation written for the degree of Doctor
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Vaxabov H. Mirzamaxmudov O.T. Methods of teaching
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