European International Journal of Pedagogics
196
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
196-199
DOI
3
OPEN ACCESS
SUBMITED
28 February 2025
ACCEPTED
29 March 2025
PUBLISHED
30 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Methodology for
Improving Cartographic
Competencies Based on
The Step-By-Step Training
Model
Jololdinov Asror Toshtemirovich
Researcher of the Kokand State Pedagogical Institute, Uzbekistan
Abstract:
This article covers the topic "methodology for
improving cartographic competencies on the basis of a
step-by-step teaching model as an pedagogical
scientist". Cartographic competencies occupy an
important place in the modern educational system, as
they
allow
students
to
effectively
apply
geoinformational technologies and analyze geographic
data. The author, analyzing the basic principles of the
step-by-step teaching model as an pedagogical scientist,
shows the importance of this methodology in the
development of cartographic competencies. Through
the results of the research presented in the article, it is
scientifically substantiated how the step-by-step
teaching model can be effectively used in the formation
of students ' cartographic skills. Recommendations and
practical examples intended for teachers are provided,
and the tools and methods necessary for the practical
application of this methodology are provided. The
article also reveals the role of innovative pedagogical
technologies in the development of cartographic
competencies. The results of this study serve to
encourage active student participation and enhance
their critical thinking skills by innovating in the
educational process.
Keywords:
Pedagogy, step-by-step teaching model,
cartographic competencies, methodology, educational
process, learners, skills development, innovative
approaches, practice-based teaching.
Introduction:
In the modern educational process, the
formation of “cartographic competencies”is important
not only for geographical sciences, but also for many
economic, environmental, demographic and other
European International Journal of Pedagogics
197
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
industries. Because any socio-economic process,
natural landscape or engineering study is carried out in
connection with the spatial factor. Therefore, the
development of cartographic competencies on the
basis of a step-by-step training model in students,
providing them with a clear program plan and
methodological methods are considered an extremely
urgent issue today. Cartographic competence is an
interdisciplinary ability consisting of skills in working
with spatial data, reading maps, imaging on different
scales, representing data on thematic maps, analyzing,
practicing. It is improved through gradual teaching in
the educational process. The step-by-step teaching
model (“Step
-By-
step teaching model”) is widely used
in the field of educational psychology and pedagogy,
providing for the division of the teaching process into
rigorous stages, the consistent formation of certain
knowledge, skills and competencies at each stage. The
relevance of the article is that the correct teaching of
cartographic competencies today, where the global
digital
economy,
integrated
interdisciplinary
methodologies, information and communication
technologies have developed, forms spatial thinking in
society. It serves to train highly qualified personnel in
many areas such as Urban Planning, transport
Logistics, environmental monitoring, agricultural
planning, tourism development.
METHODOLOGY
cartographic competence
–
a set of knowledge, skills
and qualifications necessary to reflect spatial objects,
processes, phenomena in the form of a map, analyze
them, draw the necessary conclusions. It consists of
the following main components: general principles of
cartography, drawing and color-gamma criteria, scale
and projections. Practical skills: mapping, working on
online platforms, using GIS (Geographic Information
Systems) Programs, creating thematic maps by
demographic or socio-economic indicators. Analytical-
analytical competence: comparison of information on
the card, search for dependencies, explanation of
spatial States, comparison with tables or diagrams.
Development of a map character system, color and
design changes, work with interactive elements, 3D
effects,
multimedia
integration.
Cartographic
competence is necessary not only for geographers,
geodesists, surveying specialists, but also for
representatives of various fields (environmentalist,
urban planner, economist, transport planner). With a
step-by-step approach in the learning process, it is
possible to form this competence not superficially, but
consistently, deeply
A step-by
–
step teaching model (Gradual Release of
responsiveness Model) is a step-by-step separation of
learning, which involves strengthening knowledge and
skills by initially leading the teacher, then gradually
delegating independent responsibility to the students
[1]. For the first time, this model was used by foreign
pedagogical scientists V. Barton, D. Developed by the
Pearsons,
and
then
confirmed
by
scientific
experimentation.
In this model, the lesson stages are usually as follows:
teacher demonstration (I do
–
teacher performs): at this
stage, the teacher shows a certain knowledge or skill on
his example. Students follow and learn pasif.
Prefabricated practice (we do
–
performed together): in
the next step, the teacher and students perform the
assignment together, discuss it as a team. Pair or group
activity (You do together): students divide into groups
and continue training in an independent-reliable form.
Independent activity (You do independently): finally,
students practice all acquired knowledge and skills on
their own, performing creative tasks. In such a step-by-
step teaching process, the role of the student can be
transformed from a passive listener to an active
participant, and then into an independent creator. This
model becomes an effective approach in disciplines
such as geography, cartography when purposefully
planned [3].
In educational psychology, it is known that when any
complex competence is formed in consistent stages,
students “realize and perform in practice” activities
instead of “memorizing without understanding” [4].
Cartographic competence can also be perfectly formed
precisely with a step-by-step approach, since in this
process: the teacher first explains and shows (not only
in theoretical, but also in cartographic samples).
Students
practice
mapping,
scaling,
character
application together, based on the instruction of the
textbook author or teacher in small communities. In
pairs or groups, independent practical riddles are
performed (each group is a separate Thematic Map, for
example, climate, demographic, transport, political
maps). In conclusion, each reader, in the form of an
individual task, himself develops a thematic map,
diagram, Legend, writes conclusions [5]. Thus, printing
with a step-by-step approach
A sequence of (2D) or digital (online) cartographic
exercises produces complete competence in learners.
Didactic principles of the step-by-step teaching model.
Consistency and continuity: in the process of forming
cartographic competencies, lessons should be
consistently passed from “easy”to “complex”, from
“theoretical”to “practical”
[6]. For example, first the
concept of “scale”, then “projections”, then “thematic
mapping” and surround practical training. Activation:
within the framework of the Step-By-Step teaching
model, student activity should increase at each stage. At
European International Journal of Pedagogics
198
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
the last stage, the reader is obliged to be able to
independently complete cartographic assignments.
International experience and compatibility: in the
current era of digital technology, there are a huge
number of online cartographic platforms (ArcGIS
Online, Google My Maps, QGIS Cloud). In the step-by-
step model, optimal application of these (thematic
maps, interactive layers, exercises) is necessary at each
stage of the lesson.
Problem teaching: in a complex phase, students are
asked “what type of map can best r
eflect the water
distribution in the area?"or “why does Greenland seem
so big on some maps?"to ask questions like". In this
problematic situation, students are independently
sought.
Teacher and student roles. Teacher: if there is only a
“speaker” in previ
ous approaches, the step-by-step
model will have the role of “trainer” or
“demonstrator”. It provides a practical demonstration
of the necessary skills at each stage, and then creates
the conditions for students to practice independently
(or in groups).
Reader: primarily an observer in the early stages, a
questioner, then a collaborative participant, playing
the role of an independent creator in the final stage.
This also takes into account the ability of students, the
level of training.
DISCUSSION AND RESULTS
Development of cartographic competencies based on
a step-by-step teaching model: Step 1. Methodological
solutions. Objective: to form in students an initial idea
and a minimum of practical skills about such elements
as basic cartographic concepts, character-symbols,
scale, geocoordinata, Thematic Map.
Methods: Introduction lecture: What is cartographic
competence, where it is used in life, introduction to
examples.
Visual lesson: the teacher shows a simple printed map
on the projector or interactive whiteboard, and then a
thematic layer (for example, population density) in an
online application [7].
Q & A: Simple Questions for students to activate their
previous knowledge (how to find the scale? How is the
distance on the map determined?).
Expecte
d result: a “cartographic” dictionary in readers,
a familiar scale and basic characters, an initial skill in
reading harita.
Stage 2 (aggregate practice). Purpose: students use
techniques specified by the instructor in the formation
and analysis of harita in a small group or pair. Methods:
work in pairs: for example, “based on an administrative
map of one province, bring the scale of settlements,
measure distances, calculate by scale.” The problematic
question is: "why are intersections displayed on the map
through a red-sign?"Or" what informational elements
are simplified by scale reduction?” [8]. Teacher control:
the teacher observes the process, corrects the
shortcomings, suggests ideas, but in the lead role is not
himself, but students in pairs. Expected result: students
will have practical experience in building harita,
measuring distance, basic symbols and shapes, color
selection. Also, cooperative skills in pairs are formed.
Stage 3 (collective or group activities). Purpose: to work
in more complex thematic cartography, interactive
platforms or GIS programs, to reflect social or economic
indicators on the map, to master the experience of
solving real issues. Methods: Group project: a group of
4-
5 people is assigned such a task as “make a map of
Natura
l Resources” or “design a map of tourism
opportunities”. Each group is engaged in collecting
information on its subject, choosing a character and
color scheme, drawing a map, preparing the final
presentation. Technical platform: the teacher can
create an online collaboration environment for the
group through ArcGIS Online or Google My Maps, each
participant can add a layer, write a review. Controversy:
groups defend their projects, answer questions, receive
suggestions for improvement. Expected result: readers
will have good experience in collaboration with
“representing reality on a card”, “simplifying
information”, “diagram or color simplification of
thematic indicators”. At this stage, the competence of
inference, analytical thinking, collective decision-
making develops.
Stage 4 (independent activity). Purpose: to encourage
students to independently perform a full-fledged harita
or cartographic project, draw conclusions, demonstrate
a creative approach, put into practice the accumulated
knowledge and skills. Methods: final individual project:
each student individually executes a work project on a
subject of interest (e.g. “my neighborhood residential
map” or “economic potential of the province”). Portfolio
or presentation: the reader displays his map in printed
(or digital) form, explains, answers questions. By
announcing the evaluation criteria in advance, the
teacher can take into account factors such as creativity,
correct indicators, accurate design, information
reliability. Reflection: what was complicated in the
process of doing an independent work, what was easily
solved, what resources were needed
–
all this is
analyzed by the reader in writing or verbally. Expected
result: students will now be able to independently
acquire cartographic competence, complete real-world
projects, work with creative topics. A level is reached
where the teacher practically does not need help.
European International Journal of Pedagogics
199
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
CONCLUSION
As a general conclusion, it can be said that the
methodology
for
improving
cartographic
competencies on the basis of a step-by-step teaching
model is a methodically effective approach that adapts
to modern pedagogical technologies, firmly prepares
students both theoretically and practically, develops
collective and independent work skills. Experimental
work has proven the positive effects of this model. This
methodology is expected to become more popular in
the future with the introduction of a technical base,
teacher qualifications and a number of improvements
during class hours.
REFERENCES
Fisher, Douglas, and Nancy Frey. Better learning
through structured teaching: A framework for the
gradual release of responsibility. ASCD, 2021.
Hockings, Christine, et al. "Independent learning
–
what
we do when you’re not there." Teaching in Higher
Education 23.2 (2018): 145-161.
Vaxobov X.R. Alimkulov, and N. B. Sultonova.
"Geografiya
o‘qitish
metodikasi."
Toshkent:
-
“Nodirabegim” nashriyoti (2021).
Matsaidova S.X. "Bo‘lajak geografiya o‘qituvchilarida
geografik madaniyat tushunchasi va shakllantirish
muammolari." Hamkor konferensiyalar 1.3 (2024):
350-354.
Oteuliev, Medetbay Orinbaevich, Aydos Sabirovich
Aleuov, and Sultanbek Joldasbaevich Nurnazarov.
"Ekologiyada gis tizimindan foydalanish." Oriental
renaissance: Innovative, educational, natural and
social sciences
4.3 (2024): 81-84.
Xalilov,
Xurshidbek
Baxtiyorovich.
"Geografik
kartalardan foydalanish hamda ularning mazmunini
o‘qib
tushunishda
o‘quvchilarda
kartografik
kompetentsiyalarni
shakllantirish
metodikasi."
Scientific progress
3.3 (2022): 454-461.
Ruzixon Bannoyeva and
Akbarova Feruza. "Ta’lim
jarayonida ko’rgazmali vositalaridan foydalanish
metodikasi." intellectual education technological
solutions and innovative digital tools 3.28 (2024): 294-
297.
Xalilov,
Xurshidbek
Baxtiyorovich.
"Geografik
kartalardan foydalanish hamda ularning mazmunini
o‘qib
tushunishda
o‘quvchilarda
kartografik
kompetentsiyalarni
shakllantirish
metodikasi."
Scientific progress
3.3 (2022): 454-461.
