International Journal of Pedagogics
208
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
208-211
10.37547/ijp/Volume05Issue04-55
1
Methods for The Development of Cartographic Knowledge and
Skills Through Interactive Technologies
Jololdinov Asror Toshtemirovich
Kokand State Pedagogical Institute, Uzbekistan
Received:
26 February 2025;
Accepted:
22 March 2025;
Published:
25 April 2025
Abstract:
This article analyzes the methods of developing cartographic knowledge and skills scientifically-
theoretically using interactive technologies. Cartography plays an important role in the expression and
understanding of geographic information, therefore, its role in the process of modern education is of particular
importance. They consider the integration of interactive applications, virtual maps, GIS (Geographic Information
Systems) and other digital tools into the educational process. The results of the study presented in the article
show that with the help of interactive technologies, students ' cartographic skills are further improved and
geospatial thinking skills are developed. An increase in students ' interest in the subject, as well as opportunities
to pursue their own independent pursuits, will expand. The article also highlights the importance of engaging
students in teamwork through the use of interactive techniques. The article is important scientifically and
practically, and provides the basis for new research related to the role of cartography in education in the future.
Keywords:
Interactive technologies, cartographic knowledge, skills development, pedagogy, teaching methods,
educational process, innovation, visualization, integration.
Introduction:
At present, digital technologies,
interactive methods and internet resources are
increasingly being implemented in all aspects of
society. Similar developments have taken place in
education, with interactive, practical and technological
approaches replacing traditional approaches. In
particular, the field of geographical and cartographic
knowledge is adapting to global trends and requires
modern lesson styles, harmonized with information
and communication technologies. The formation of
cartographic knowledge and skills is important at any
educational stage. Because spatial imagination,
geographic concepts, analysis of distances and
connections between objects, the ability to represent
the processes of nature and society on a map is one of
the necessary competencies in the current era of
globalization. To support this process, it is necessary to
widely use interactive technologies in the teaching
process, to move classes out of the traditional form of
“lecture
-
practical training” and into a form based on
visual, practical and student activity. In the context of
globalization, the development of digital technologies,
the deepening of socio-economic processes, the need
for the development of spatial thinking is growing. The
role of cartographic knowledge and the practice of their
application in this is incomparable. In combination with
modern reforms in education, pedagogical innovations,
information and communication technologies, the
improvement of the teaching of geographical and
cartographic Sciences on the basis of interactive
methods has become an important task of today.
Cartographic knowledge and skills refers to a set of
knowledge, skills and competencies necessary to
correctly represent spatial objects and processes on a
map, be able to apply various scales and projections,
understand the system of symbols and colors, create
thematic maps, read them and analyze [1]. These
competencies allow students to:
Understanding
natural-geographical
and
socio-
economic processes from a spatial context.
Analysis and decision making using digital or printed
maps.
Work with modern technologies such as GIS (Geo-
Information System).
To be able to provide and interpret spatial information
relevant to any field.
The content of cartographic knowledge includes
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
mathematical projections, fundamentals of Geodesy,
drawing, putting statistics on the card, choosing
character-symbols, color gamut. At the same time,
practical skills include drawing up a map, thematic
analysis, summarizing information, making comments,
working on suitable software tools.
METHODOLOGY
The concept of interactive educational technologies.
Interactive educational technologies are a set of
approaches based on the active participation of the
student (student)in the course of the lesson, the
introduction of practical actions, interaction and
cooperation, independent search, creative thinking [2].
In contrast to traditional lecture form or lesson forms
where only the teacher is centered, interactive
methods require the main “hero” of the lesson to be a
student.
Interactive methods perform a number of didactic
functions in the course of the lesson:
Activator: turns the reader from a passive listener to an
active participant.
Motivational: due to practical assignments and
research activity, students have increased interest and
responsibility.
Communication and cooperation: interactive methods
often use group, collective forms, and exchange of
ideas, experiences, and ideas occurs between students.
Problematic and creative thinking: students are
involved in solving a real or conditional problematic
issue together, which requires a creative approach.
Specificity of teaching cartographic knowledge in
interactive ways. Cartography, by its nature, is a visual
and Applied Science. Interactive technologies are in line
with the essence of this science, making students:
Draws maps into practical actions such as drawing,
measuring distances, representing relief forms,
creating thematic layers.
Combined map analysis, problematic questions (e.g.,
“what factors are population density associated with in
which area?") on the basis of a collective thought
process. It further enriches its interactive environment
through the use of Virtual environments (GIS, online
maps, interactive whiteboards). In this, through
interactive techniques, students are used to acquiring
cartographic concepts through independent discovery,
creative application and experimentation in practice,
rather than remembering”ready knowledge". It must
be said that interactive methods activate the lesson,
strengthen students ' interest in the lesson, and most
importantly, serve to strengthen theoretical knowledge
through practical activities.
Ways to apply interactive technologies in cartographic
lessons. Integration of visual and digital tools.
Cartographic science is directly related to visual media,
especially maps and globes. The use of tools such as
interactive whiteboards, projectors, 3D displays, GIS
(Geographic Information Systems) platforms, web
maps, along with traditional printed maps, now opens
up new opportunities for readers [3].
Interactive whiteboard: during the lesson, the teacher
allows electronic chalkboard to download various
pictures, diagrams, maps, analyze characters or areas
that cannot be dropped together, make comments, ask
questions, and get answers. The reader himself has the
opportunity to control on the board.
GIS applications: working with real data through
ArcGIS, QGIS, or Google Earth Pro, measuring distance,
creating thematic layers, then assigning students
–
turns the lesson into a real practical process.
3D images: showing Mountains, seabed, urban
planning projects or geological structures in 3D form
develops spatial imagination.
Practical training and "Fieldwork". The effect is even
higher when cartographic knowledge is strengthened
by practical experience. Therefore, interactive
technologies should be harmonized with evidential
research (fieldwork).
Geo-tagging: students can tag, photograph and
comment on important objects in a school suburb,
street or amusement park using special GIS apps
(Collector for ArcGIS, QField, SW Maps) on
smartphones or tablets.
Environmental monitoring: taking samples of water, air
or soil in field conditions, placing a geoteg at their
location point, and then placing and analyzing this data
on a digital map in the classroom [4].
Route design: students are
instructed to “make a
tourist route in this area”. They first carry out field
reconnaissance,
photograph
potential
objects,
measure distances, then create a ready-made route on
interactive maps.
Problematic assignments and project approach.
Problematic assignments are very convenient when
teaching cartographic topics in an interactive way. For
example, “which natural and social factors play a
priority role in areas with the highest population
density?"Readers themselves come to the conclusion
by finding different information, comparing it on maps,
spatial analysis of demographic processes. In a project
approach, however, students develop an independent
project within the framework of one topic. For
example, " a cartographic project to solve the problem
of l
ack of parking in the city center.” They first study the
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International Journal of Pedagogics (ISSN: 2771-2281)
map of the city, conduct a survey, find real information,
analyze the location and capacity of the docks, identify
empty areas and offer their projects on an interactive
map. In such an approach, cooperation, critical
analysis, creative thinking and practical activity are
harmonized.
Online platforms and distance learning. In recent years,
Distance Education has become more popular and the
practice of conducting classes through interactive
platforms has expanded. Cartographic knowledge can
also be effectively taught in distance form. The
following is of particular importance in this: ArcGIS
Online or QGIS Cloud: working on a single digital map
in a group form, allowing everyone to add their own
layer, upload a character or document, edit together in
real time.
Webinars (Webinars): the teacher goes online and
conducts practical training in GIS-software or online
maps. Readers ask questions via chat or audio,
exchange ideas [5].
Virtual fieldwork: if there is no real-world Access,
students can enter remote area “observations”,
geotegs through 360° panoramic online sites or Google
Street View.
These techniques provide facilities such as not
interrupting classes during a pandemic or social
distancing, cooperating with students in different
areas, attracting foreign experience.
Advanced foreign experience analysis. Valuable
experiments on the application of interactive
technologies in geography and cartography have been
collected in different countries of the world. Below is a
summary of some of them.
USA. Work with GIS and interactive maps is widely
available in US schools and universities. ArcGIS Online,
a platform offered by ESRI Corporation, is licensed to
schools for free or cheaply, and students use GIS
directly in various projects. For example, they can work
with real data on the topics of climate change,
transport planning, monitoring of arable land. Such
practice increases the practical skills of students, takes
the lesson into an interactive form.
UK. In this state, as part of a global initiative called Geo
for all, schools are open source GIS (QGIS, GRASS GIS,
etc.k.) were provided. Students use GIS programs when
performing various research projects. Due to the
special emphasis in the project methodology on
working with spatial data, students form the skills of in-
depth analysis, mapping and offering innovative
solutions to geographic objects and processes.
Finland. The Finnish education system is among the
world's most advanced experiences. There, interactive
techniques are actively used on the
topic of” location
and movement" (). For example, schoolchildren
download special mobile applications during class
through QR codes, where territorial quests,
assignments, questions are concentrated. Then each
student or group will have to go to a certain point in the
city, scan the QR Code, read information about that
area, put a geoteg. All data is then combined on a
virtual map to create a class-wide debate.
Canada. Field work plays an important role in the
educational process in Canada. In urban and rural
areas, special Geotech photography, the placement of
nature objects in the GIS base, space analysis,
environmental process monitoring practices are
common. This is especially of great benefit to those
who study Geodesy, engineering, geography in
colleges. The combination of interactive techniques
with fieldwork increases student independence and
responsibility. These foreign experiments show that
interactive technologies work successfully when
applied not only in the classroom, but also in close
connection with real-life tasks, field work, independent
research [6].
CONCLUSION
Interactive technologies are an important way to
attract students to activities in the modern educational
process, to form practical skills in them and to develop
creative thinking. In cartographic science, such an
approach is especially relevant and qualitatively forms
spatial thinking and applied research skills.
Teaching cartographic knowledge and skills through
interactive methods
–
ensures that students acquire
the “ready answer”by independent discovery, solving
problem tasks, conducting evidence research, rather
than memorizing it. This makes it possible to master
science more deeply, to be able to apply it in real life.
Advanced foreign experience shows that the
harmonization of problematic and Project Education
with digital technologies (GIS, online maps, mobile
applications, VR, 3D) develops in students not only
cartographic, but also analytical, technical and
collective cooperation competencies. Thus, the
development of cartographic knowledge and skills
through interactive technologies
–
today is one of the
important directions of educational reform, which not
only increases the quality of the lesson and the interest
of students, but also serves to educate the younger
generation with spatial and analytical thinking in the
conditions of a digital economy.
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