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ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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page 1060
TRENDS IN ORGANIZING GEOGRAPHY LESSONS THROUGH
UNTRADITIONAL METHODS
Gaypova Roza Tursynbaevna
Associate professor, candidate of pedagogical sciences
Department of Geography Research Methodology of the
Nukus State Pedagogical Institute named after Ajinyaz
Abstract:
This article provides information on the importance of innovative games used to teach
geography in general secondary schools and increase its effectiveness.
Keywords:
innovation, didactic games, methods, method, result.
INTRODUCTION
In general secondary schools, the part of geography that is interesting for students, but at the
same time difficult to master, is the section on the Fundamentals of Geopolitics. The section on
the Fundamentals of Geopolitics also consists of three chapters, each of which is interesting for
the student, close to his life experience and understandable.
In teaching this section, it is one of the most appropriate ways to give students a special
emphasis on comparing or analyzing based on a critical approach, and to form knowledge and
skills.
Geografiya darslarida muammolarni bayon qilish imkoniyatlari juda keng. O’rganilgan geografik
tabiiy, xo’jalik va ijtimoiy obyektlarning murakkabligi va ularning har birini ko’rib chiqish
jarayonlari tufayli kuzatuvlar o’tkazish mumkin. [3]
The essence of the comparative method is fully revealed by Chinese scientists X. Shu and N.
Zhou: If a nation can determine its place in the time axis through historical or vertical
comparisons, then it will have a better idea of its place in the world through interethnic or
“horizontal” comparisons.
When teaching the topic “Geopolitical role of Uzbekistan”, it is advisable to use trainings aimed
at solving problem situations to activate students and increase the effectiveness of the lesson.
The main stage of preparation for the lesson is the design of the educational process. This
process is organized in the following stages:
Determining the goal and outcome of the lesson.
Developing control tasks and assessment criteria.
• Selecting the most appropriate teaching methods.
• Determining the strategy of teaching and learning.
• Selecting the type of lesson and developing a technological map.
MAIN PART
Untraditional Methods in Geography Education
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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page 1061
1.
Project-Based Learning (PBL):
PBL encourages students to work on real-world problems by conducting research, collaborating in
teams, and presenting solutions. In geography lessons, students might investigate environmental
issues, urban planning, or migration trends, linking theoretical knowledge with practical
applications.
2.
Role-Playing and Simulations:
Engaging students in simulations such as mock United Nations conferences or disaster
management drills allows them to assume roles of geographers, policy-makers, or citizens. This
promotes empathy and deeper understanding of complex geographic issues.
3.
Outdoor Learning and Fieldwork:
Field excursions to local rivers, mountains, or urban centers give students direct experience with
geographic features. Modern tools like GPS, drones, and mobile apps further enrich this
experience and help in data collection and analysis.
4.
ICT and Multimedia Integration:
Using digital maps, interactive atlases, and virtual reality (VR) environments helps visualize
global patterns and spatial relationships. Platforms like Google Earth or ArcGIS Online have
become powerful tools in modern geography teaching.
5.
Gamification:
Introducing game elements into lessons such as geography quizzes, scavenger hunts, or map-
based games can motivate students and foster a fun learning atmosphere. Games help reinforce
knowledge through competition and rewards.
6.
Flipped Classrooms:
In this model, students study new content at home (via videos or readings), while classroom time
is reserved for interactive discussions, problem-solving, and application tasks. This enhances
participation and deepens learning.
Determining the goal and result of the lesson is the most important factor in the teaching and
learning processes, and it is they who take the lead in the lesson process. The goal and result of
the lesson are determined based on the requirements of the DTS. So, the goal of the training on the
topic we have chosen is to form in students such skills and competencies as creative research,
conducting small studies, putting forward certain hypotheses, analyzing various existing situations
to solve the problem, comparing, contrasting, substantiating the results, and coming to certain
conclusions. Roles and tasks of the training participants:
The teacher introduces the content of the training, the main stages and the tasks of the participants.
Two competitive groups of 6-8 students enter into a discussion on interesting questions related to
the topic. The teacher directs the content of the game to the flow he considers necessary, ensuring
the activity of its members.
The following problem-solving methods and techniques are recommended for training on the
geopolitical position of Uzbekistan:
Fish skeleton, Logical tangled chainstrategy, SWOTanalysis, Lily flower technology, Skarbey,
Assessmenttechnologies, etc. Here are some brief examples of these methods:
Fish skeleton- forms the ability of students to describe and solve the essence of a specific problem
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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page 1062
on the topic. The use of this technology is carried out as follows: the teacher introduces the
student (students) to the conditions for using the method; students are divided into small groups;
groups perform tasks; groups present their solutions to the team; the team organizes a discussion
of the groups' solutions. Logical confused chain method. This method helps to establish a
connection between the ideas expressed on the geopolitical processes in Central Asia and the
place of Uzbekistan in it, to correctly express them in a logical sequence. Its essence is that the
teacher presents information covering the topic in a correct and incorrect order. For example:
transboundary rivers between the countries of Central Asia, exclaves between Uzbekistan and
Turkmenistan (lands separated from the main part of the territory of the corresponding state by the
territory of another state) and some border areas, problems arising from the unfinished
delimitation (clarification and strengthening of the border line) on the state border with
Kazakhstan are considered important geopolitical problems that must be resolved first of all.
Swot-analysis method - serves to highlight the four main aspects of the problem. In this case,
the territory of the country is free from nuclear weapons Uzbekistan, which has set itself the goal
of becoming a non-aligned state, establishes close cooperation with a number of countries to solve
political, socio-economic problems and achieve economic development. It sheds light on the
essence of the problems by thoroughly studying them, searching for the factors that cause them
and finding ways to solve them. It analyzes the following four aspects of the problem:
S- Strengths (highlight the advantages of existing problems in terms of cooperation in
implementation);
W- Weaknesses (study the influence of internal factors on the actions being organized to achieve
the goal);
O- Estimate opportunities (search for the most optimal ways to solve the set tasks);
T- Study the threat (determine the influence of external factors on the actions being organized to
achieve the goal). The use of this method is likely to cause certain difficulties. In such cases, the
teacher can express (change) it in understandable words, adapting it to the level of knowledge of
the students.
Decision-making method. This is a technical approach aimed at helping students come to certain
conclusions on the basis of a comprehensive, thorough analysis of certain issues, finding the most
optimal and correct one among several conclusions presented on the problem.
Games like the ones above will help develop a student's thinking in the future.
REFERENCES:
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International Interdisciplinary Research Journal, 10(9), 326-335.
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potash ores. Am J Appl Sci, 2, 132-135.
3. Гайпова Р.Т. Geografiya ta'limini tashkil etish shakllari modulini o‘qitishda muammoli
ta'lim texnologiyalardan
foydalanish. Наманган давлат университети илимий
ахборотномаси, 2025. 2-сон.870б.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1063
4. Nizomov A., Amanbaeva Z., Safarova N. Ecotourism resources and directions of
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