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

Аннотация

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 divided into two groups. The first group is the “expert” training group. Since the training material on this topic Journal of Social Sciences and Humanities Research Fundamentals 17 https://eipublication.com/index.php/jsshrf Journal of Social Sciences and Humanities Research Fundamentals consists of four logically completed thought-provoking 2. Socio-psychological task - to have a high culture of parts, the 25 students participating in the lesson, say, communication during the lesson, to maintain good are divided into four equal “expert” groups of 8 morals. The student monitors the high level of students before the lesson begins, using 4 different completion of both tasks. colored cards. They complete their respective training In general, collaborative learning methods have the tasks and become “experts” on this part. following five characteristics: The second group is the “experts” meeting group. Each 1. Students work together on a common task or learning of the colored cards has numbers from 1 to 8 written activity, which is best learned through group work. on the back, and the sum of the numbers on all the 2. Students work together in small groups of 2-5 colored cards must equal the number of students in members. the practical room. 3. Students follow socially accepted behavioral criteria The “Experts” meeting is organized into 8 groups based developed by the group to achieve a common task or to on the numbers on the back of the cards, each group carry out a learning activity. consisting of 4 students with the same number of cards in 4 different colors. It is important to note that each 4. Students are positive and independent. The section (block or module) in these groups must have an organization of work on a common task or learning “expert”. activity is designed to take into account the need for students to help each other. At this meeting, the “experts” take turns explaining the knowledge they have acquired to their fellow students, 5. Students are personally responsible and accountable just like the teeth of a “saw” come one after another. for the results of their work, or in other words, for In these groups, 4 parts of the educational material are studying, learning [1; - pp.964-971]. reworked in a logical sequence. Then, the tasks Theoretical bases and methodology. Subject of compiled on the educational material are brought into training: Soil salinization, erosion and countermeasures. a whole, and a question-and-answer session and Biodiversity, climate change, the sustainable use of discussion are held between the groups. Students try natural resources, health, cultural heritage, to observe and write down the necessary information multiculturalism, and global welfare are important in a notebook, realizing that the only way to thoroughly contents in the planning of a sustainable future. The acquire knowledge is to listen carefully to the effects of students’ own behavior should be discussed information of their partner. Here, the teacher acts and sustainable actions practiced in local surroundings. only as an organizer, organizing the independent work An important goal is to learn negotiation, problem of students. At the end of the lesson, the teacher solving and decision-making skills through discussions determines the level of knowledge of students using about ecological, social, economic, and ethical test tasks. The growth in the quality of knowledge of principles concerning local and Educ. Sci. 2017, 7, 1 4 of each student is taken into account[4; - p. 223]. 19 global responsibility in their own life. Through This “saw” method was partially modified by Professor memorable, experiential, and active processes, R. S