International Journal of Pedagogics
309
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
309-311
10.37547/ijp/Volume05Issue04-82
1
Traditional and Interactive Ways to Effectively Organize
Cartography Classes
Jololdinov Asror Toshtemirovich
Researcher of the Kokand State Pedagogical Institute, Uzbekistan
Received:
28 February 2025;
Accepted:
29 March 2025;
Published:
30 April 2025
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" from a scientific-theoretical point of view. 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, cartographic competencies, methodology, educational process,
students, interactive methods, innovation, knowledge consolidation, graphic materials.
Introduction:
Cartography classes are one of the most
basic sections of geography education, which forms a
number of important skills in students, such as spatial
thinking, competence in working with harita, source
analysis, visual representation of information. In
traditional methods, cartography is generally limited to
practical activities expressed in paper maps and
textbooks. However, the use of digital technologies,
interactive methods, online platforms and interactive
activities in the modern educational process provides
an opportunity to enrich the old traditional approach,
make classes more interesting and effective. In an era
of increasing globalization, the need for spatial analysis
of economic and social processes, the formation of
spatial thinking, map perception and practical skills has
an important place in students. Thanks to the
enrichment of traditional methods with digital-
interactive methods, it will be possible to take
cartographic literacy to a new level, improve the quality
of education and develop the necessary competencies
for the future activities of young people. In this
scientific article, “traditional and interactive methods
of effective organization of carto
graphy lessons” is
analyzed in detail. It considers, first of all, certain
advantages and limitations of traditional teaching
methods. Then the integration of modern interactive
methods, digital platforms and printing and digital
tools, methods of effective implementation in the
course of the lesson are explained through examples.
The article also provides experimental research,
Foreign
experiments,
methodological
recommendations and scientific conclusions.
METHODOLOGY
Traditional methods in geography and, in particular,
cartography lessons primarily imply a direct
explanation of the teacher through a textbook, lecture,
classroom whiteboard and paper maps, atlases, wall
posters. In this approach, the teacher tries to
strengthen knowledge by delivering ready-made
knowledge to students and through their Q & A [1].
Printed textbooks and atlases are the main source of
information, and independent practical work also takes
International Journal of Pedagogics
310
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
the form of more drawing, finding a scale, measuring
distance, writing annotations.
The main features of the traditional approach: a lesson
in the center of the teacher: will be mainly in the form
of a lecture, explanation or question and answer. The
main tool is printed maps: atlas, mural cartouches,
pictures in textbooks. Assignments: often drawing on a
board in a class, changing the scale, lowering the
climatic indicators given in the table in a simple
graphical form, etc.k. Form of work: solo or frontal [2].
Advantages of traditional methods. Convenience and
familiarity: many teachers are accustomed to this
method, there are textbooks and paper maps. Also, the
technical base is minimal-no special computer,
interactive whiteboard, digital applications are
required. Order and control: it is easy for the teacher to
manage the class in one format, establish order, take
lessons in a pre-planned scenario. Exhibitionism: mural
maps, color atlases are also specific visual tools, and
robust printed haritas shape the reader's Spatial
Perception at a basic level [3]. Understandable
theoretical basis: through a lecture-pedagogical
method, the teacher can consistently explain
theoretical concepts, prevent errors.
Limitations of traditional methods
. Passive pupil: in
the lesson, the student is often in the role of listener,
viewer. Active participation, creative approach,
cooperation
develop
less.
Limited
practical
interactivity: adding or deleting different layers on
printed maps, updating information in real time,
animation or 3D view, GIS analysis is not possible.
Lagging behind technological progress: in the current
digital age, only printed materials are limited to meet
the needs of the reader, with little access to
independent research, online resource use, distance
learning [4].
Lack of sufficient motivation: due to the lack of active
participation, group project, interactive competitions
or digital visual aids, students ' interest sometimes
decreases. Thus, traditional methods are distinguished
by a certain advantage and simplicity, but cannot fully
satisfy the requirements of modern education.
Therefore, the need for enrichment with interactive
methods, digital technologies is emerging.
Interactive methods and modern digital technologies:
application in cartography lessons. Interactive methods
are advanced pedagogical technologies that refer to
the active participation of students in the lesson,
cooperation, creativity and elements such as research,
question and answer, solving problem situations. They
ensure that education is
organized in a “student
center” rather than a “teacher Center” [4]. Instead of a
traditional lecture or oral explanation, interactive
techniques are dominated by group work, role-playing
games, cluster, problem questions, Project, and
presentation.
The main essence of interactive methods: students
move their hands independently (or in a group) during
the course of the lesson, draw up a map, look for
information, communicate with each other. It will be in
the role of a teacher
–
a guide, a consultant, a creator
of circumstances. The lesson is conducted in a” visual –
practical
–
Independent " Order, and the creativity of
students develops.
The role of digital technology. Digital technologies
–
combined
with
interactive
techniques,
take
cartography lessons to a whole new level. Including: GIS
programs (ArcGIS, QGIS): practical training in students
–
the creation of various layers, thematic mapping of
vector and raster data, analysis, formation of inference
skills. Online platforms (Google My Maps, ArcGIS
Online): readers can work on one map in batch mode
via the internet, leave comments, perform team
projects. Interactive whiteboard: allows you to place,
edit different characters, records, lines, dimensions
directly in the classroom on digital maps. 3D
technologies: showing Mountain, Valley, urban
structures in three dimensions, students further
develop spatial thinking. Mobile applications (Collector
for ArcGIS, QField): collect geo-information in field
conditions, attach images, videos with geoteg, analyze
the result together in the classroom.
Application of interactive methods in cartography
lessons. Group project: for example, drawing a”map of
the optimization of the transport system in the city
center " with a group, searching for information from
various sources, comparing electronic maps. Problem
situation: "Why does the scale of some regions break
on the world map? Which projection is relevant in
this?"Readers are looking around such a question,
testing different projections on GIS. Role-playing
games:
in the role of “Urban Planning Council”,
students argue over the division of the city into
divisions, the location of social objects, the
consideration of the nature of the landscape. Online
collaboration: group mapping at ArcGIS Online, solving
topological problems alongside comments and
comments. This enhances interactive mode [5].
Debate or "mental attack": "What are the effective
ways to reflect environmental problems on the
card?"The chapters and groups defend their opinions
and cite realistic arguments. Thus, interactive methods
and digital technologies transfer cartography lessons
into a modern, creative, research-oriented, hands-on
preparation-based form.
A combination of traditional and interactive methods:
International Journal of Pedagogics
311
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International Journal of Pedagogics (ISSN: 2771-2281)
practical solutions. Combinatorial model. The
traditional and interactive approaches listed above can
give the best result if they harmonize in exactly a
combinatorial model, rather than competition. That is,
at the beginning of the lesson, the teacher shows a
traditional poster or printed map, explaining the basic
concepts in a clear and simple way. After that, an
important part of the lesson will be held in the form of
interactive projects, practical classes on online
platforms, group discussions. In the combinatorial
model, the lesson can be as follows: introduction (5-7
minutes): in the traditional style, the teacher
announces the topic, indicates the main goals and
questions, shows the main elements on the board or on
the wall map. Main part (20-25 minutes): interactive
method (Group, problem, online collaboration, role-
playing game), work with digital platforms, casting
students in the lead role, independent or group
assignments. Conclusion and reflection (5-10 minutes):
the teacher returns to the traditional approach and
concludes from the subject, questions and answers
students, fills in the shortcomings [6]. Example: the
combination of traditional maps with digital platforms.
For example, on the topic” political map of the world":
printed map: the teacher uses a mural political map to
show the borders of the main states, capitals. Students
use a specific fact sheet, official schedule, or Atlas.
Interactive part: readers enter real-time comments on
the world political map in ArcGIS Online or Google My
Maps, place flags, add additional information
(population, national income). The process of Group
“discovery” occurs. Conclusion: the teacher writes a
conclusion on a traditional board, reinforces the topic
by talking about the differences and advantages
between a pre-printed map and a digital map.
Methodological advantages. Visual and technical
comfort: printable map
–
understandable to everyone,
unhindered, does not depend on the internet or
computer. But the interactive part is a digital platform
–
multi-layered, constantly updated, enriched with
animations and proof information. Interest and activity
in readers: print
–
gives the foundation of traditional
knowledge, gives a digital
–
creative, project spirit.
Wide coverage: provides internal (classroom) and
external (Online, field) integration [7]. The topic is not
in a limited form, but also includes independent
research, online resources and mobile technologies
CONCLUSION
As a general conclusion, it can be said that traditional
methods (printed maps, textbook, oral explanation) are
definitely necessary for the effective organization of
cartographic lessons, since they serve as a fundamental
foundation. But within the framework of the modern
educational standard, it is a requirement of the period
–
to enrich these methods with interactive methods
(digital technologies, GIS, online platforms, collective
projects), increase student activity and creativity, form
real practical competencies. Thanks to such an
integrative approach, the effectiveness of classes
increases, it is ensured that students are motivated and
ready for digital spatial thinking in the future.
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