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PUBLISHED DATE: - 24-09-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue09-10
PAGE NO.: - 88-97
POSSIBILITIES OF DEVELOPING STUDENTS'
CRITICAL THINKING SKILLS BASED ON THE
USE OF INTERACTIVE TECHNOLOGIES IN
GEOGRAPHY EDUCATION
M.R. Atabaeva
Geography teacher at the academic lyceum of Urgench state university,
Uzbekistan
INTRODUCTION
A leading direction in modern national educational
modernization is the competency approach. The
competency approach in education is not limited to
increasing the volume of knowledge in various
disciplines, but also involves creating conditions
for students to acquire independent knowledge,
develop the skills to apply them in unfamiliar
situations. In general, the competency approach in
education can be defined not through “knowing
what”, but through the concept of “knowing how”.
It is an extremely difficult matter to motivate the
current reader to engage in cognitive activities,
find a way to the goal in the field of information and
communication. This is due to the fact that
students often have serious difficulties in the
perception of educational material in all subjects.
The real reason for this is the insufficient
development of thinking, first of all, critical
(analytical) thinking, that is, thinking. Therefore,
the development of the mental sphere of the
student and his critical thinking has become an
urgent problem.
The development of critical thinking in students
has become a popular direction of World
Education. Over the next quarter of a century, the
concept of “critical thinking” was included
in the
content of the educational programs of schools of
most Western countries as one of the factors of
personality maturation, but the concept in
question has not been given a single universally
recognized definition to this day. In Particular, R.
In En
nis 'view, critical thinking refers to” rational
reflexive thinking aimed at an issue solution of
what to do (how to do) and what to believe" [1].
The author believes that a critically thinking
person seeks to respect the opinion of his
interlocutor, listen and hear others, be open in
communication, understand the teranity of other
RESEARCH ARTICLE
Open Access
Abstract
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people's feelings, level of knowledge and
reasoning, and avoid critical reproach.
D. Halpern considers critical thinking to be “the use
of knowledge-related skills and strategies that
increase the likelihood of obtaining the desired
result” [2], E. Glazer comments that” critical
thinking is a comparison of positive (good) and
negative (bad) proof
–
grounds " [3].
T. Noel-
Tsigulskaya reflects on critical thinking:”
this does not mean finding criticism, flaws, or
negative aspects in the closet " [4]. According to
him, critical thinking means not only revealing
mistakes and doubts, but also creating new ideas,
looking for an explanation of something
incomprehensible. Therefore, it should also be
understood that the goal of critical thinking is not
just to be under criticism, but to find the right
solution, otherwise it is a criticism.
D. In cluster's view, critical thinking is independent
thinking; information is the starting point of
critical thinking, not the final one; critical thinking
begins by identifying a problem that needs to be
put and solved; critical thinking seeks convincing
evidence; critical thinking is social thinking [5].
Critical thinking or reasoning is the ability to
analyze information in terms of a logical and
personal - psychological approach to its
application in practice. This is actually a skill to put
new questions in between, develop different
arguments-foundations, and make well-thought-
out different decisions. To develop critical
thinking, it will be necessary to create and use
special methodological tools. One such effective
tool is the pedagogical technology for the
development of critical thinking, developed by
American teachers Jenny Steele, Curtis Meredith,
Charles Temple, Scott Walter [6].
The technology for the development of critical
thinking allows readers to be able to critically
understand 21st century skills, that is, the
experience they have, to synthesize new ones from
existing components, to analyze information,
evidence and controversial feedback, to be able to
understand the interaction between integrity and
its components, to correctly formulate questions
for obtaining information, to be able to evaluate
alternative, based on the use of the science of logic,
it allows the formation of skills such as being able
to conduct feedback and establish causal
connections.
The technology for the development of critical
thinking is a set of various methods aimed at
intriguing students (arousing research, creative
activity in it), creating conditions for generalizing
information to it, as well as developing skills of
critical thinking, self
–
analysis and reflection
(reflection). The thinking activity of students and
the ability to work with information requires the
formation of logical skills such as analysis,
classification, inference, promotion of hypotheses,
proof, and so on.
K. Meredith, J. Steele and C. According to Temple's
view, “critical reasoning implies curiosity and the
use of research techniques: to put issues before
oneself and to carry out a systematic search for
answers” (6). In their view, critical thinking is not
limited to facts, but rather an attempt to
understand the causes and consequences of these
facts.
Cause-and-effect
relationships
are
determined through systematic thinking.
Systematic thinking is a competency that manifests
itself in behavior as a decision-making skill,
referring to one whole and its parts, as well as to
the interconnections between parts. In a broader
sense, this
includes the ability to analyze” soft "
skills, make chamalab decisions, and assess risks
and opportunities. In other words, analytical,
critical and creative thinking are elements of
systematic thinking (See Figure 1).
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It should be noted that analytical thinking is the
process of understanding a situation or state by
dividing it into smaller parts or observing its
foundations step by step on the principle of
causality.
Analytical
thinking
involves
systematically regulating parts of a problem or
situation, systematically comparing different
properties or aspects, placing priorities in the right
place-to-place,
determining
time-dependent
consistency, and cause-and-effect relationships.
Comparing or otherwise evaluating different
aspects, as well as placing priorities in place, are
also, at the same time, indicators of critical
thinking. This means that critical thinking uses
logic laws such as analytical thinking - another
similar aspect of them. However, while analytical
thinking is aimed at using information provided for
analysis and forecasting, critical thinking will be
focused on looking for evidence (information),
examining them in order to come to a single
solution that most effectively solves this or that
issue. Therefore, critical thinking is closely related
to analytical thinking, which makes it seem difficult
to find the exact ratio of the volume of these
concepts.
The concepts of critical and creative thinking are
also inextricably linked. These concepts are used
and developed in the same context when it comes
to forms of work such as” mental attack". Creative
thinking is thinking that leads to finding a
fundamentally new or improved solution to one
issue or another. Critical thinking involves
verifying the scope of application of proposed
solutions for the purpose of determining. While
creative thinking focuses on creating new ideas,
critical thinking focuses on opening up their
shortcomings. To effectively solve the issue, both
types of thinking are required, although they are
used separately: creative thinking interferes with
critical thinking, and vice versa. To distinguish
truly useful, effective solutions, creative thinking
must be complemented by critical thinking. Hence,
the purpose of critical thinking is to test the
proposed ideas, that is, whether they can be
applied; to find answers to questions such as how
to improve them.
One of the directions for optimizing school
geography education can be educational
technologies aimed at developing critical thinking
skills in students. Improving the methodology of
Systematic thinking (thinking
Figure 1. The role of critical thinking in systematic thinking
Analytical
thinking(thinki
ng
Critical
thinking
(thinking
Creative
thinking
(thinking
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geography education is directly related to the
creative thinking of students, the choice of effective
methods and methods aimed at the formation of
their geographical culture, the search for new tools
and forms, in particular, interactive educational
technologies.
Interactive education is a special form of
organizing an educational (educational) process,
the essence of which covers the collaborative
activities of educators on the assimilation of
educational material, the exchange of knowledge,
ideas and methods of activity. In other words,
interactive education is education based on the
organization of joint activities of students on the
path to mastering knowledge, skills, qualifications
and certain competencies, that is, their interaction
[7; 8].
Interactive technologies in geography education
include the organization and development of
dialogical communication, which leads to
interaction, understanding of each other and
solving common problems together. Interactive
Geographic Education promotes the development
of analytical, critical and creative thinking skills.
Interactive technologies appear as an important
condition and result of a comprehensive approach
to geography education [9; 10]. After all, the
teacher's deep knowledge of only his subject, that
is, geography, often does not provide the
opportunity to learn the most optimal creative.
Every geography teacher knows very well that, no
matter where he works, the success of training
directly depends in many ways on the emergence
of activity in the educational process. Due to the
fact that students apply knowledge acquired not
only in geography, but also in various fields of
Science in everyday activities, their practical skills
become more identified and gain vital importance.
Geographical activity enriches the life experience
of students in different ways, gives them
geographical material that can be applied in their
further professional activities in the acquisition of
scientific concepts and the opening of laws. Thanks
to geographical activity, cognitive processes such
as perception, perception, imagination and
thinking are realized at the same time, and many
units of mental functions are formed in students.
Since the subject of” geography " is the territorial
relationship between nature and society, the
elements of the system of knowledge belonging to
other disciplines are most often used in its system
of scientific knowledge: this can be the theoretical-
methodological
basis
for
designing
interdisciplinary training based on interactive
education.
The principle of instructional education with new
content is followed by the introduction of modern
educational and technical means into the
interactive educational process. In the education of
interactive
geography,
the
principle
of
demonstrativeness is of great importance, the
territorial aspects of the interaction between
nature and society (land, water, air, plain,
Mountain, River, Lake, City, Village, Road, field,
landscape, border, areal, shape, size, proportion,
relative position, etc.) are revealed through maps,
drawings, diagrams, tables, drawings and other
instructional tools.
Various forms and methods of interactive
education can be used in geographical training or
in the implementation of independent work
through the means of information and
communication technologies. The fact is that a
student who has mastered communication
technologies in global, regional and local computer
networks can actively participate in the learning
process based on collaborative learning, working
in groups, design activities and the like. In addition,
the reader can use information resources in the
internal information space (Internet) to solve
certain problems. In the process of such education,
the student becomes not only the object of teacher
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influence, but also the subject of interactive
interactions with the pedagogical community and
other students. Such communication significantly
increases the level of study and understanding of
the content of natural and economic-social
geographical sciences. After all, on maps without
various scales of writing, the content is widely used
in geography education, such as performing
various practical and creative works, drawing
diagrams and drawings, working with tables and
conditional signs. They also help to study this
science in depth on the basis of instructional tools.
At present, both new geographical knowledge and
values are acquired and studied using a personal
computer. Information and communication
technologies are laid down on the basis of
programs developed in geography, personal
computers serve as a didactic tool for accelerating
the process of geography education, deepening
students ' knowledge and expanding their
worldview. In this case, efficiency is achieved by
automating a number of mapping and graphic
operations. The relevance of such a program is that
students will learn how to apply the acquired
geographical knowledge in real conditions. The
geographical material under study will have a
practical, creative-research nature. In particular,
students may be offered tasks with a creative
element as early as the process of performing the
first mapagraphic work.
For example, at the stage of studying new material
in interactive geography lessons, a computer can
be used in different ways:
1) to provide students with new information in the
presentation form using the Microsoft Power Point
program;
2) provide students with instructions for new
material based on a graphical interface (graphic
user interface) using special programs;
3) to provide new material to students by creating
instructional or developmental programs;
4) show the practical part of the new material
using Paint, Adobe Photoshop and similar
programs.
The educational process can be effectively
organized by making maps, diagrams and
drawings of various contents through the tool”
interactive Kulman". This makes it possible to
carry out cognitive processes such as perception,
perception, imagination and analytical thinking.
Critical thinking, in particular, the development of
spatial (territorial) thinking, is closely related to
intelligence (intelligence). It is worth noting that in
the process of completing tasks for practicing
methods of creating maps of different content
based on tools such as ZeeMaps, Scribble Maps,
Animaps in geography education, even low-
mastering students can work with enthusiasm.
Graphic methods for presenting information
provide an active approach to education, form
analysis and synthesis skills and independent
research practices in students, allow the
implementation of the principles of stratification
and individualization of the educational process
and the processes of spatial and critical thinking.
Therefore, the use of interactive forms, methods
and technologies in the organization of educational
and cognitive activities of students in geography
education serves to further develop their critical
thinking and activity.
The peculiarity of the development of critical
thinking is characterized by the presence of three
stages in it (see Figure 2):
1) Call (Call) stage;
2) the stage of perception (understanding) ,
3) the stage of thinking (reflection).
During the call (call) phase, the activation process
takes place and all students are attracted to it. The
goal is to remember the existing knowledge of the
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given topic, to put the questions in the middle, the
answer of which should be found, and to form an
associative line, that is, a chain of words connected
with each other by certain signs.
At the stage of comprehension (understanding),
work with information (information) is organized
(reading the text, thinking and analyzing the facts
obtained).
The knowledge gained at the stage of thinking
(reflection) is processed as a result of creative
activity and the corresponding conclusions are
drawn.
Based on the optimal use of interactive
technologies in geography education, the main
features of critical thinking in students are not
sufficiently formed: analysis and classification
skills (see Table 1), according to the results of the
emphatic experimental-test work carried out to
study the possibilities of developing students '
critical thinking skills.
From the analysis of Table 1, it is known that in
39.58% of the respondents, both skills studied are
formed at a low level, in only 14.58%, at a high
level.
Table 1.
The level of formation of the skill of analysis and classification of
geographical objects and concepts in students
№
Degrees
Analysis skill
Classification skill
General
ko’rsatkichlar:
people
%
people
%
people
%
1
High
4
16, 66
3
12,50
7
14,58
2
Middle
12
50,00
10
41,66
22
45,83
3
Low
8
33,33
11
45,83
19
39,58
Consistent use of the cluster method in the system
of geography classes and extracurricular activities
makes it possible to effectively develop critical
thinking skills in students.
A cluster (English cluster
–
accumulation, feather,
shajara) is a union of several monoecious elements
that can be viewed as an independent unit with
certain properties. Cluster is a graphical form of
information structure. The term also has the
alternative "growing together".
There are the following step-by-step rules for
creating a cluster:
Step 1-a keyword or phrase with an idea or topic
“cell” is written in the middle of clean paper (class
board) ;
Stage 2-students write down everything that is
remembered (remembered) on this topic. As a
result, all words or phrases that represent ideas,
facts and visions that fit this theme are spread
(scattered) around the subject ("flame-
wave” or"
mixed-build " model);
Stage 3-systematization is carried out. "Mixed-
build" records, that is, those or those concepts that
are recorded, are categorized into groups,
depending on what aspect of the content the facts
reflect (the model of the "planet and its satellites");
Stage 4
–
words that appear according to the
records, that is, “satellites” are connected by a
straight line with the underlying concept -
“planet”.
Around the "satellites“, in turn, other” satellites"
appear and New logical connections are
established. The result is a structure that
graphically reflects the feedback on this topic, that
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is, the underlying concept, and determines its
information field.
In the system of geography lessons and
extracurricular activities, there is an opportunity
to use the cluster method, that is, its method, at all
three stages of the development of critical
thinking:
1) in the call (call) phase, students represent all
their knowledge, hypotheses and set of words on
the relevant geographical keyword or phrase in the
form they wish on paper. It serves to stimulate the
students ' geographical cognitive activity and to
form in them the motivation of logical thinking
before starting to study the subject.
2) the use of the cluster method at the stage of
comprehension (understanding) makes it possible
to organize parts, elements of the educational
material in the form of a structure.
3) in the stage of thinking (reflection), the cluster
method acts as a systematization of the acquired
knowledge.
Therefore, the cluster can be used as a general plan
of the lesson throughout the lesson, that is, at all
stages of it. In particular, at the beginning of the
lesson, students collect all the information they
have on the topic and record it on paper. During
the course of the lesson, new information is
gradually entered (added) into the drawing. It is
recommended to highlight them in different colors.
This method develops the skills of aiming,
predicting, filling and analyzing on the basis of
emphasizing (distinguishing) the basic concept.
The cluster is usually developed in the form of a
branch (shingil, shajara) or in a planetary model
with satellites. In the center is the head concept,
thought; on the sides are located large meaningful
units connected by straight lines to the head
concept. These units can be words, phrases,
sentences that represent ideas, thoughts, facts,
visions and groups related to a particular topic.
And around the “satellites” of the central planet,
units can be located that more fully reveal the topic
and expand logical connections, but with less
significant meaning. With the help of thoughts and
facts in the material under study, it is important to
be able to substantiate them and identify concepts.
The cluster can be made on a board, a separate
sheet, or a board in each student's notebook when
completing an individual task, depending on the
organization of the lesson. When forming a cluster,
it is recommended to use chalk, pencils, pens and
felt-tip pens of different colors. This action allows
you to clearly distinguish some aspects, more
clearly reflect the general picture, and simplify the
process of systematization of all information and
information.
A number of recommendations for the formation
of a cluster have been developed. When creating it,
it will be necessary to express and write everything
that is remembered, even if they are some kind of
assumptions or visions, without hesitation, that is,
without fear. Some feedback that is incorrect or
inaccurate during the work may be corrected or
completed. Students have their own imagination
and inner feelings in Izmi and can confidently
continue to work until all ideas are over.
Meaningful units-it is necessary to try to establish
as much communication between them as
possible, not afraid that the number of words will
increase. In the process of analysis, all words,
concepts are put into the system and fall into place.
As an example, in a geography lesson, in the study
of the topic “natural geographical District of
Kyzylkum” (Grade 7), we consider the construction
of the cluster “Kyzylkum Desert”. At the beginning
of the work, students express all their knowledge,
assumptions and imagination on this issue. For
example, the geographical position of the Redcum
desert, climate, soils, flora, fauna and the like. The
teacher writes them on the board in the form of a
drawing. After that, the textbook reads the
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corresponding part of the text of the topic. During
acquaintance with the Material (or as a result of
reading), the drawing is filled with new facts. The
teacher adds them to the drawing on the board
with colored chalk. At the conclusion of the lesson,
the appearance of the cluster formed on the board
is analyzed based on the discussion of the
correctness or inaccuracy of the initial thoughts
and the generalization of the data obtained (see
Figure 3).
The cluster method can be used effectively in the
study of various topics in all types of classes. This
method can be used in the organization of
individual, group and collective forms of
Education. The transition from one organizational
form to another is allowed. This is determined by
the goals and objectives of the lesson, the
capabilities of the teacher and the student team.
For example, the cluster takes the form of a solo
work in the call (call) phase, creating its own
cluster in each reader's notebook. On the basis of
the personal drawings of the student and the
knowledge gained in the lesson, a general graphic
drawing is drawn as a joint discussion of the
material mentioned with the formation of new
knowledge. The cluster can be used in the lesson as
a methodical method, as well as homework.
The use of the cluster method in geography
education makes it possible to cover a large
amount
of
geographic
information,
to
simultaneously involve all students in the learning
process, so that students are active and sincere in
the process and are not afraid to make mistakes or
make mistakes. Therefore, in the process of
applying the cluster method, students form critical
thinking skills such as asking questions or putting
the issue in between, distinguishing, analyzing,
establishing a cause - and-effect relationship,
regulating, systematizing, drawing conclusions.
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Figure 3. "Kyzilkum" cluster
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