Volume 03 Issue 10-2023
67
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
67-74
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the role and importance of problems and exercises in the training of qualified geography teachers in
higher education institutions and in the transformation of theoretical knowledge acquired from this subject into
practical skills and competences is highlighted. In it, geographical problems and exercises are divided into 5 types
according to the level of complexity, and they are explained with the help of examples.
KEYWORDS
Geography, practical activity, problem, exercise, logical thinking, knowledge, skill, competence, geographical law,
practical skill.
INTRODUCTION
The role of the General Earth Knowledge course is very
important in the training of qualified geography
teachers in higher educational institutions. General
Earth science is an integral part of the system of
geographic sciences, and studies the nature, structure,
and laws of development of the geographical crust,
which is considered the most complex layer of the
Earth. By studying this subject, students will learn that
the geographic crust is the product of long-term
interactions and interrelationships of the lithosphere,
hydrosphere, atmosphere, and biosphere. As a result,
geography teachers who have a deep and
Research Article
USING PROBLEMS AND EXERCISES IN ORGANIZING PRACTICAL
LESSONS
Submission Date:
October 06, 2023,
Accepted Date:
October 11, 2023,
Published Date:
October 16, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue10-11
Nodirakhan B. Sultanova
Senior Lecturer, Department Of Geography And Its Teaching Methodology Tashkent State Pedagogical
University Named After Nizmi, Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 10-2023
68
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
ISSUE
10
P
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:
67-74
SJIF
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MPACT
FACTOR
(2021:
5.
993
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(2022:
6.
015
)
(2023:
7.
164
)
OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
comprehensive knowledge of the nature of our planet,
who use its natural resources wisely and pass on its
protection to the younger generation, are trained.
The main results and findings
From the results of the analysis of the study of the
educational plan of the higher educational institutions,
in particular, 60111000 - Geography and economic
knowledge basics, it can be seen that the audience
allocated to general professional and specialized
subjects in the curricula consists of most of the hours
of practical training.
Theoretical and practical activities of students are
closely connected with each other in practical training.
During practical training, students perform practical
training tasks using textbooks, study guides, various
literature, maps and atlases, tables, statistical data,
problems and exercises. As a result, it was important
for them: to know the current state of certain natural
geographical objects, the processes that are occurring
and may occur in it; analyze digital data, create profiles,
draw graphs and diagrams using various sources and
tables given in training manuals; Competences and
skills are formed such as comparing the natural
components of nature with each other and their
organic relationship, if one of its components is
affected incorrectly, it in turn causes a change in the
state of other elements of nature, and understanding
the essence of various geographical laws by solving
various exercise problems.
The main task of the practical training classes in the
General Earth Science course is to further expand and
strengthen the knowledge, skills and competences
formed during the lecture and teach them to apply
them in practice. This knowledge, skills and abilities
allow to acquire, strengthen and apply theoretical
knowledge that is complex in it. In practical training,
the main form of student activity is practical work.
During the implementation of this practical work,
students will develop competences related to science.
Therefore, practical training is considered a
reproductive teaching method that ensures the unity
and connection of theory and practice, and allows
students to listen to lectures and apply the knowledge
gained during independent education in practice.
Problems and exercises are very important among the
tasks performed during practical training for students
to acquire geographical knowledge perfectly.
Problems and exercises are determined according to
the content of each practical training topic.
In the educational system, the level of mastery of the
academic subject by students is determined not only by
theoretical knowledge, but also by the ability to apply
the acquired knowledge in different conditions. If a
student knows theorems and laws in mathematics, but
does not know how to solve problems, it shows that he
Volume 03 Issue 10-2023
69
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
10
P
AGES
:
67-74
SJIF
I
MPACT
FACTOR
(2021:
5.
993
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(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
does not know mathematics. Unfortunately, most
teachers do not know that this also applies to
geography. Because geography can be used in many
problems and exercises, just like mathematics, physics,
chemistry and biology. For this reason, it is necessary
to take into account that the knowledge acquired by
students is not only defined by geographical terms,
which are often required of them, but also that they
can apply them in problem situations. One of the most
effective ways for students to acquire geographical
knowledge in the educational process is to clarify the
content of the topic using problems and exercises.
The practical importance of problems and exercises in
the implementation of geographical and mathematical
competences is considered important for the
development of students' knowledge, skills and
abilities, logical thinking abilities, increasing the
effectiveness of geography education and achieving
the geographical goals set by future geography
teachers.
Problem - consists of problematic questions, focused
on the solution of certain geographical events and
phenomena, and forms geographical skills and
competencies. The main purpose of using questions in
the problem is to connect, clarify and understand
geographical concepts. Problem questions are also
important in learning geographic language and
symbols.
Exercises are the most effective method connected
with practice in forming skills and competences in
students. By practicing, the student acquires
theoretical and practical skills and competence,
remembers the previously acquired knowledge.
Theoretical and practical skills and qualifications
cannot be acquired without practice. The most
important aspect of problems and exercises is to
activate students' creative thinking during the lesson.
In order to activate the thinking activity of students,
when solving geographical problems, they are taught
to remember not only geographical events and
phenomena, but also the causes and characteristics of
their origin, to think and explain about the laws and
consequences of development, to compare data, to
identify their similarities and differences, and to draw
correct conclusions.
Problems and exercises used in geography education
can be classified according to the level of complexity,
form and meaning. We can divide the problems offered
to students into 5 types depending on the level of
complexity. Only they should not be confused with the
level of knowledge acquisition. Problems and exercises
according to levels of complexity are as follows:
- first level issues. Common knowledge may involve
repetition and comparison. Such questions are mostly
used to test the memory of students. For example, if
you go to a field training camp with an azimuth of 2350,
Volume 03 Issue 10-2023
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Publisher:
Oscar Publishing Services
Servi
what azimuth and horizon direction will you return to
the university?
- issues of secondary complexity. Solving them requires
the ability to apply some geographical laws and
compare some phenomena. Also, problems at this
level require students to mobilize their knowledge
from other subjects to find their solution. For example,
if the air temperature at sea level is +290 C, how many
degrees will the air temperature be at an altitude of
5200 meters?
- in solving third-level problems and exercises in
geography, it is required to perform several actions, to
know the importance of the object in nature and in
human life. It will be necessary to make
interdisciplinary connections, to try to find a solution
to the problem using the acquired knowledge. For
example, the Amudarya flows through the vicinity of
100,000 to 500,000 population centers, that is, cities?
Place the cities in order from source to source and
analyze why these cities are populated.
Solution: First of all, cities located on the banks of
Amudarya are found on the political map. Then, using
the map legend, cities are separated by population and
listed in descending order from source to source. It is
analyzed why the population lives a lot.
Answer: Termiz, Nukus, Turkmanabad, etc
- students should be able to mobilize the knowledge
they have received from other subjects when
answering questions and exercises of the fourth level
of complexity. It is also necessary to have problem-
solving skills in several stages. For example, if the local
time in Tashkent is 1500, what is the local time in
Tashkent and Nukus?
Solution: It is known that the time in one meridian
circle is found using the following formula.
m = M – N+ f
Here, M is the time zone, N is the time zone number, m
is the local time, and f is the geographic longitude of
the place. Tashkent is located in the 4th time zone. Its
geographical length is determined by time as follows:
69
0
: 15
0
= 4,6
1 hour - 60
0
0,6 – х
𝑥 =
0,6 × 60
1
= 36
So, the length of Tashkent in local time is 4 hours and
36 minutes.
The time in one hour zone is calculated using the
following formula.
М = N + m –f
Here, M is the time zone, N is the time zone number, m
is the local time, and f is the geographic length of the
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Publisher:
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Servi
place. Based on the above information, we find the
local time in Tashkent using the formula.
m = M – N+ f=15
00
- 4+4, 36= 15,36
Answer: When it is 12 noon local time in Tashkent, it will
be 12.36 noon local time. The local time of the city of
Nukus is also found in this order.
- in the fifth-level problems and exercises related to
geography, in addition to performing several
calculations at the same time, it is required to compare
objects with each other, to determine the reasons for
similarities and differences between them, and to
apply geographical laws and theories in finding
solutions to problems. For example, determine the air
temperature at the highest point of Mount Nurota,
when the water is densest at the level of the Caspian
Sea.
Solution: First step: It is necessary to know the
absolute heights and find their value. Caspian Sea -28
m, the highest peak of Nurota Mountain is called
Hayatboshi, its height is 2169 m.
28 m + 2169 m = 2197 m
The second stage. The measurement to be found in this
is the temperature at which water is most dense.
Water becomes densest at +40 C when heated. Its
density changes when the temperature of water
exceeds +40 C and decreases.
In the third step, it is necessary to find the temperature
at the height of 2197 meters, using the law that the
temperature decreases by 0.60C for every 100 meters
as you go up.
100 m – 0,6
0
С
2197 m - х
𝑥 =
2197 × 0,6
100
= 13,2
At the fourth stage, the problem in the problem should
find its solution, that is, the temperature at altitude:
4
–
13,2 = - 9,2
Answer: At the level of the Caspian Sea, when water is
densest, the air temperature at the highest point of
Mount Nurota is -9.20 C.
As can be seen from the above, the higher the level of
complexity of the problem, the more it requires the
student to think and perform complex logical
operations.
It should not be forgotten that in the practical lessons
of General Earth Knowledge, as well as mathematics,
physics,
chemistry,
biology
and
economics,
geographical concepts and knowledge are created by
working with numbers, statistical data, and facts. It is
necessary to be able to work with these numbers,
statistical data, facts, make calculations based on the
goals, perform mathematical operations, make
observations, draw conclusions based on changes in
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their dynamics, and have the ability to make decisions.
This, in turn, makes it necessary to study the system of
geographical sciences in depth, conduct experiments
as close as possible to real reality, and test theoretical
laws.
As it can be seen from the above, based on the
characteristics of geography sciences, the central place
in their study is occupied by problems and exercises.
Reason:
-
firstly, solving problems and exercises provides an
opportunity to apply the acquired knowledge to
practice, the main goal of studying science;
-
secondly, by solving problems and exercises,
students' activity in learning increases;
-
thirdly, the problem teaches the student to think
and draw conclusions.
CONCLUSION
Therefore, the word "problem" should be considered
as an object of thinking, not just to perform a task on
the basis of calculation, to determine the answer. But
it should not be forgotten that the task of practical
training is not to repeat the knowledge gained from
theory, on the contrary, it is to implement the
knowledge gained from theory, independently analyze
(analysis and synthesis) the given questions and tasks,
and acquire the skills and abilities that a geography
teacher needs to know in the future.
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