Journal of Social Sciences and Humanities Research Fundamentals
17
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TYPE
Original Research
PAGE NO.
17-20
DOI
OPEN ACCESS
SUBMITED
13 March 2025
ACCEPTED
09 April 2025
PUBLISHED
11 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Organizing the Topic Of
“Soil Salinization, Erosion
and Measures to Combat
It”, Which Is Considered
a
Geoecological Problem,
Using The “Saw” Method
of Cooperative Learning
Javohir Giyozov
Researcher, Tashkent State Pedagogical University named after Nizami,
Tashkent, Uzbekistan
Abstract:
This article involves the teaching of the topic
of soil salinization, erosion and measures to combat it,
which is included in the series of geoecological topics,
using the “Saw” method of collaborative teaching, and
reveals the features of this method aimed at improving
the quality of education.
Keywords:
Geoecology, arra method, soil, salinization,
erosion, module, assignment.
Introduction:
It is known that organizing topics based on
new innovative technologies helps to improve the
quality of education. The use of the “Saw” method in
pedagogical practice is of great importance. is called. In
this method, small groups consist of 6-8 students.
During the lesson, the topic to be studied is divided into
logically completed parts (blocks or modules). For each
part, educational tasks are created that students must
complete. Each group of students completes one of
these tasks and becomes an “expert” in this part. Then
the groups are reorganized. Each part (block or module)
in these groups must have an “expert”, these “experts”
explain the knowledge they have acquired to their
companions in turn, just like the teeth of a “saw” come
one after another. In these groups, the educational
material is reworked in a logical sequence [4; - p. 223].
It should be noted that in this lesson, students are
di
vided into two groups. The first group is the “expert”
training group. Since the training material on this topic
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Journal of Social Sciences and Humanities Research Fundamentals
consists of four logically completed thought-provoking
parts, the 25 students participating in the lesson, say,
are divided into four equal “expert” groups of 8
students before the lesson begins, using 4 different
colored cards. They complete their respective training
tasks and become “experts” on this part.
The second group is the “experts” meeting group. Each
of the colored cards has numbers from 1 to 8 written
on the back, and the sum of the numbers on all the
colored cards must equal the number of students in
the practical room.
The “Experts” meeting is organized into 8 groups based
on the numbers on the back of the cards, each group
consisting of 4 students with the same number of cards
in 4 different colors. It is important to note that each
section (block or module) in these groups must have an
“expert”.
At this meeting, the “experts” take turns explaining the
knowledge they have acquired to their fellow students,
just like the teeth of a “saw” come one after another.
In these groups, 4 parts of the educational material are
reworked in a logical sequence. Then, the tasks
compiled on the educational material are brought into
a whole, and a question-and-answer session and
discussion are held between the groups. Students try
to observe and write down the necessary information
in a notebook, realizing that the only way to thoroughly
acquire knowledge is to listen carefully to the
information of their partner. Here, the teacher acts
only as an organizer, organizing the independent work
of students. At the end of the lesson, the teacher
determines the level of knowledge of students using
test tasks. The growth in the quality of knowledge of
each student is taken into account[4; - p. 223].
This “saw” method was partially modified by Professor
R. Savin and called it “saw
-
2”. The “saw
-
2” method has
now become a small group of 4-5 students. All
members work on a single task based on the
educational material. Within the group, students
divide the tasks into parts and take turns. Each student,
having mastered his or her part, becomes an “expert”.
At the end of the session, the “experts” from each
small group meet in the reorganized small groups.
Students’ k
nowledge is monitored and assessed
individually using test questions. The scores of the
group members are summed up, and the group with
the highest score is declared the winner.
Thus, group members simultaneously perform two
tasks:
1. Academic task - to achieve the goal set by the
educational tasks through knowledge and creative
research;
2. Socio-psychological task - to have a high culture of
communication during the lesson, to maintain good
morals. The student monitors the high level of
completion of both tasks.
In general, collaborative learning methods have the
following five characteristics:
1. Students work together on a common task or learning
activity, which is best learned through group work.
2. Students work together in small groups of 2-5
members.
3. Students follow socially accepted behavioral criteria
developed by the group to achieve a common task or to
carry out a learning activity.
4. Students are positive and independent. The
organization of work on a common task or learning
activity is designed to take into account the need for
students to help each other.
5. Students are personally responsible and accountable
for the results of their work, or in other words, for
studying, learning [1; - pp.964-971].
Theoretical bases and methodology
. Subject of
training: Soil salinization, erosion and countermeasures.
Biodiversity, climate change, the sustainable use of
natural
resources,
health,
cultural
heritage,
multiculturalism, and global welfare are important
contents in the planning of a sustainable future. The
effects of students’ own behavior should be discussed
and sustainable actions practiced in local surroundings.
An important goal is to learn negotiation, problem
solving and decision-making skills through discussions
about ecological, social, economic, and ethical
principles concerning local and Educ. Sci. 2017, 7, 1 4 of
19 global responsibility in their own life. Through
memorable, experiential, and active processes,
students learn to discuss their own value selection and
to evaluate phenomena and sources of information
critically. According to the World Bank [5; p.1.], “[t]he
achievement of sustained and equitable development
remains the greatest challenge facing the human race.”
Recently,
the
sustainable
development
goals
represented a focus on the role of education in
achieving a more humane world [6; -pp. 594
–
601.]:
“education
for
sustainable
development
and
sustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence,
global citizenship, and appreciation of cultural diversity
and
of
culture’s
contribution
to
sustainable
development.” This requires an ecological or
participatory worldview [2; -pp. 1
–
14.]. It is important
to understand the interlinkages between the three
pillars of sustainable development (economic growth,
social development, and environmental protection) and
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Journal of Social Sciences and Humanities Research Fundamentals
the consequences of human choices. It means that
people’s ways of thinking should change toward more
holistic, systemic and integrative modes [3; -pp. 43
–
62.].
There are various names for the zigzag technique:
Boomerang, Snake's Footprint, Openwork Saw, Fine
Saw, 6x6x6, 7x7. We will create a training plan using
the “Saw” method.
Educational goal of the lesson: To familiarize students
with the causes of soil erosion and factors leading to
erosion, modern methods of stabilizing the humus
layer in the soil, i.e. humus.
Educational goal of the lesson: To broaden the
scientific outlook of students by familiarizing them
with wind erosion, water erosion and anthropogenic
types of erosion, soil pollution with pesticides,
measures to restore the humus layer in the soil, to
form a positive attitude towards soil ecology, and to
provide environmental education and upbringing.
The developmental goal of the lesson: To increase
students' knowledge about soil salinization, erosion,
and soil contamination by pesticides in the territory of
living Uzbekistan, to develop skills in independent
work on the textbook.
Preparation of visual materials during the lesson: Soil
map, videos on soil salinization and erosion, visual aids
with factors causing soil degradation.
Technology used during the session: collaborative
learning technology (“saw” method).
Course of the lesson:
I. Organizational part
II. Control and evaluation of the knowledge acquired
by students on the previous assignment.
III. Introducing students to the topic, purpose, and
course of the lesson and directing their activities to the
fulfillment of educational tasks.
IV. Studying a new assignment
a) achieving high-quality fulfillment of educational
tasks set by “experts”.
V. Organizing a question-and-answer session, an
educational debate between teams on the new
assignment.
VI. Control and evaluation of students' knowledge
using test questions.
VII. Processing and finalizing the new assignment.
VIII. Assigning homework.
So, there are several benefits to collaborative learning:
-
Having a network of experience/expertise
from other agencies that you can tap into.
-
Gaining exposure to other agencies and their
policies and procedures.
-
Building trust as you are exposed to others and
others are exposed to you.
-
Improving lines of communication as a result of
information sharing.
-
Garnering creative resource sharing/borrowing
opportunities (especially when filling critical vacancies).
-
Increasing knowledge management.
-
Building relationships.
-
What’s required of you
-
Start with a plan. Identify the skills needed for
your desired leadership position (director, chief,
executive, etc.).
Research appropriate agencies, ones that interest you
and will help you to develop resume enhancing skills,
executive core qualifications (ECQs), and leadership
competencies.
-
Draft your leadership development plan and
have people in your inner circle critique it prior to
sharing with your immediate leadership.
-
Incorporate detail/miscellaneous assignments
and volunteer for cross-functional workgroups and
teams.
-
Be your own cheerleader, promoting your
cross-functional/interagency skillset whenever and
wherever possible.
-
Be visible.
-
Develop your “brand” —
what you want to be
known for.
-
Prepare your resumes/ECQ narratives for up to
five positions.
-
Monitor, adjust, revise, revamp.
Most importantly, volunteer for assignments that
expose you to leaders with whom you should network
and seek mentorship [7].
CONCLUSION
In this technology, when determining the quality of
students’ mastery of knowledge, they are not compared
with each other, but the daily result of each student is
compared with the previously achieved result. Only
then, realizing that the result achieved during the
training will benefit the team, students will feel
responsible and strive to study more, master
knowledge, skills and competencies thoroughly.
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Vol.2, -Pp.964-971
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interagency-collaboration
