Technology of problem-based learning in geography lessons. Topic: Using problem-based learning in geography lessons The role of problem-based learning in geography lessons
Using problem-based learning technology in geography lessons Problem-based learning technology is reflected in the logic of the educational process, in the content of the material being studied, in the methods of organizing and managing students’ educational and cognitive activities, in the structure of the lesson and forms of teacher control over the process and result of students’ activities.
The purpose of activation through problem-based learning is to understand the level of mastery of concepts and to teach not individual mental operations in a random, spontaneously developing order, but a system of mental actions for solving non-stereotypical problems. This activity lies in the fact that the student, analyzing, comparing, synthesizing, generalizing, concretizing the factual material, himself received new information from it.
We see the main difference between problem-based and traditional learning in two points: they differ in the purpose and principles of organizing the pedagogical process. The goal of the problem-based type of learning is not only to assimilate the results of scientific knowledge, a system of knowledge, but also the very process of obtaining these results, the formation of the student’s cognitive initiative and the development of his creative abilities.
The goal of the traditional type of education is to assimilate the results of scientific knowledge, equip students with knowledge of the fundamentals of science, and instill in them the appropriate skills and abilities. In problem-based learning, the teacher’s activity consists in the fact that he, if necessary, has explained the content of the most complex concepts, systematically creates problem situations, informs students of factors and organizes their educational and cognitive activity, so that, based on the analysis of facts, students independently draw conclusions and generalizations , form certain concepts and laws with the help of the teacher. As a result, students develop skills of mental operations and actions, skills of transferring knowledge, develop attention, will, and creative imagination.
Problem-based learning is learning in which the teacher, systematically creating problem situations, organizes students' activities to solve educational problems, provides an optimal combination of their independent search activities with the assimilation of ready-made scientific conclusions.
A problematic situation is a person’s intellectual difficulty that arises when he does not know how to explain an emerging phenomenon, fact, process of reality cannot achieve the goal in a way known to him, this action prompts the person to look for a new way of explanation or method of action. A problematic situation is a pattern of productive, creative cognitive activity.
An educational problem is a reflection (form of manifestation) of the logical-psychological contradiction of the assimilation process, determining the direction of mental search, awakening interest in researching (explaining) the essence of the unknown and leading to the assimilation of a new concept or a new method. The essence of problem-based learning is that the teacher does not give knowledge in a ready-made form, but students obtain it independently in the process of cognitive activity, organized on the basis of a problem situation.
Stages of activity in a problem situation: the emergence of a problem situation, awareness of the essence of the difficulty and formulation of the problem, finding a solution by guessing or making assumptions and substantiating the hypothesis, proving the hypothesis, checking the correctness of problem solving.
General functions of problem-based learning: students’ assimilation of a system of knowledge and methods of mental practical activity; development of cognitive independence and creative abilities of students; formation of dialectical-materialistic thinking of schoolchildren (as a basis). Special functions: developing skills for creative knowledge acquisition; developing skills in creative application of knowledge and the ability to solve educational problems; formation and accumulation of experience creative activity
Types of problem situations First type: a problem situation arises when students do not know how to solve a given problem, I cannot answer a problematic question, or give an explanation for a new fact in a learning or life situation. The second type: problematic situations arise when students are faced with the need to use previously acquired knowledge in new practical conditions. Third type: a problem situation easily arises if there is a contradiction between a theoretically possible way to solve a problem and the practical impracticability of the chosen method. Fourth type: a problematic situation arises when there are contradictions between the practically achieved result of completing an educational task and the students’ lack of knowledge for theoretical justification.
An indicator of the problem nature of a lesson is the presence in its structure of stages of search activity, which represent the internal part of the structure of a problem lesson: 1) the emergence of problem situations and the formulation of the problem; 2) making assumptions and justifying the hypothesis; 3) proof of the hypothesis; 4) checking the correctness of the problem solution.
Types of problem tasks Tasks to establish multiple-valued cause-and-effect relationships. For example, “What changes occur in nature in middle lane Russia after cutting down the forest? (Name at least 5 consequences). Or: “What factors contribute to the United States becoming the leading capitalist power in the world?” (Name at least 5 reasons).
Tasks requiring an understanding of dialectical contradictions. For example: “Using knowledge of the geography of Russia and other countries, explain what impact a large territory has on the country’s economy - whether it favors or hinders economic development” or: “Under the conditions of scientific and technical progress, does the influence of natural resources on economic development increase or decrease?”
Tasks based on a scientific hypothesis. For example, about the origin of the Earth, the atmosphere, climate change on Earth. Paradox tasks. For example: “The rivers of the European part of Russia and Siberia flood once a year. The rivers crossing the deserts - Amu Darya, Syr Darya, Zarafshan - have two floods a year - in spring and summer. How can this be explained?
Problematic questions Topic "LITHOSPHERE" How to explain the diversity of the earth's topography? Topic "HYDROSPHERE" What journey could a drop of water make before it came to us? Theme "ATMOSPHERE". What does the weather depend on? Why is the weather different?
Topic: USING PROBLEM-BASED LEARNING IN GEOGRAPHY LESSONS.
Any training course has its own course problems. And each teacher is looking for his own ways to resolve them. Let's define the problems of the geography course.
1. The changed quality of life requires from the graduate not so much the ability to follow instructions as to solve the problems of life independently. We require a person who:
- begins to perceive himself differently; accepts herself and her feelings more fully; becomes more self-confident and autonomous; sets realistic goals and behaves more maturely; becomes more like the person you would like to be; begins to accept and understand other people.
Hence, the main task of the teacher is obvious - to accept the student as he is: to have a positive attitude towards him, to understand his feelings that accompany the perception of new material. And on this basis, create an atmosphere that helps the emergence of teaching that is meaningful for the student.
2. Decreased interest in the subject. The abundance of information in which a schoolchild now finds himself does not at all instill in him a need to expand and deepen his knowledge: if he needs to, he will hear it on TV, his peers will say it, the teacher will tell him. The student often takes on the role of a passive listener. The modern education system provides the teacher with the opportunity to choose “his own” among many innovative methods, to take a fresh look at familiar things, at his own experience, at the opportunity to bring the information culture of effective knowledge to the student. Carl Rogers, an American psychologist, identified two types of learning: informational, providing simple knowledge of facts and significant teaching, which provides the knowledge students need for self-change and self-development. With all the variety of methodological approaches, the idea of developmental education comes to the fore, since the educational process should in every possible way contribute to the development of the intellect and abilities of students, and simply transmitted knowledge does not serve as a means of developing personality, this is the usual orientation of the lesson towards the preparation of the performer, which no longer corresponds to the new social order of society.
Geography as an academic subject provides great opportunities for solving educational problems through the use of methods:
- observations (including summer), practical work, watching videos, tables, drawings, student reports, abstracts, participation in research work, using knowledge acquired in chemistry, physics, mathematics, biology, literature lessons.
Greater efficiency in solving educational problems using the listed methods can be achieved using problem-based learning.
Problem-based learning in geography lessons.
Why is the climate in northern Africa drier than in southern Africa?
As seen. Problematic issues (thirds) are discussed by all groups. After the reports, a general conclusion is formulated: the climatic zones of Africa differ from each other in temperature, amount of precipitation and their regime. These differences are related to geographic latitude and angle of incidence. sun rays, atmospheric pressure belts. Changes in air masses and prevailing winds.
The research elements in this lesson are:
Connecting information taken from the map and textbook text; analysis of climatogram data; searching for answers to problematic questions.
No less important is group work (research group - fifth) - constructing an answer in a certain sequence, selecting and analyzing data obtained from the map. The given example confirms the possibility of using multi-level training in the lesson system.
The function of the teacher when using the research method is, first of all, to construct and pose problem tasks to students (or to select these tasks from methodological literature), and the students’ activity consists of perceiving, comprehending and solving the problem as a whole.
Municipal educational institution "Bendery secondary school No. 11"
Subject:
Problem-based learning in geography lessons.
geography of the highest category
Municipal educational institution "Bendery secondary
secondary school No. 11"
BENDERY, 2013
Contents: p.
Introduction. 3 - 6
Issues of problem-based learning in geography lessons. 6 - 12
Conclusion. 13 - 15
Literature. 15
“Problem-based approach to teaching geography at school”
(Problem-based learning in geography lessons)
Introduction.
There are still debates on problem-based learning: some authors define it as new type teaching (M.N. Skatkin, I.A. Lerner, M.I. Makhmutov), others - as a teaching method (V. Okon), others classify problem-based learning as a principle (T.V. Kudryavtsev).
Despite different points of view on problem-based learning, the following is common to all researchers: the main elements of problem-based learning are the creation of problem situations and problem solving.
“A problematic situation is a difficulty clearly or vaguely realized by the subject, ways to overcome which require the search for new knowledge, new ways of action”
(I.Ya. Lerner)
But not every problem inevitably stimulates thinking. Thinking does not occur if students do not have the need to resolve a problem situation, and also lack the initial knowledge necessary to begin the search.
“In the process of analyzing a problem situation, the element that caused the difficulty is determined. This element is considered a problem"
(M.N. Makhmutov)
However, some teachers believe that it is not the difficulty as such that is the problem, but that the source of the problem must be discovered in this difficulty. We can consider such a source to be a contradiction - “a contradiction between the student’s previous knowledge and new facts, phenomena for which the student’s knowledge is not enough to explain; new ones are needed.”
The subordination of the basic concepts of problem-based learning can be represented in the form of a simple diagram.
Basic concepts of problem-based learning:
Problem-based learning is a didactic approach that takes into account the psychological patterns of the student’s independent mental activity.
A problematic situation is a state of intellectual difficulty for a student.
A problem is that element of a problem situation that caused difficulty.
Problematic question
Problem task
Thus, problem-based learning is a logical basis for creating various problem situations in lessons, organizing students to analyze them, teaching students to solve problems, and developing students’ ability to see and formulate a problem. A characteristic feature The problem-based approach to teaching is the independent cognitive activity of students.
The process of completing problematic tasks and solving problematic issues is the most complex in the theory of problem-based learning. Little attention has been paid specifically to this issue in the methodology of teaching geography. A number of works discuss some ways to solve cognitive issues: finding cause-and-effect relationships, grouping facts, comparison, generalization. But we must not forget that not every cognitive question is problematic. A cognitive question can be considered problematic if, on its basis, the teacher creates a problematic situation in the lesson, the resolution of which will lead students to gain new knowledge. In solving problems by students, the following stages can be distinguished:
Awareness of the problem, revelation of the contradiction;
Formulating a hypothesis;
Proof of the hypothesis;
General conclusion.
Problem solving steps:
Stage name
The essence of the stage
Reception academic work
Awareness of the problem, revelation of the contradiction.
Detecting a hidden contradiction in a problematic issue.
Establishing cause-and-effect relationships, finding a gap in them.
Formulating a hypothesis.
Designation using a hypothesis of the main direction of searching for an answer.
Proposing a hypothesis.
Proof of the hypothesis.
Proof or refutation of the assumption made in the hypothesis.
Justification of the hypothesis.
General conclusion.
Enrichment of previously formed cause-and-effect relationships with new content.
Establishing new cause-and-effect relationships.
IN last years In the theory of problem-based learning, the concepts of “traditional” and “real” problem-based learning appeared. The first involves solving problems borrowed from science and adapted to the capabilities of students. A “real” problem has two characteristics:
It is personally significant for students;
Requires students to take action to collect the necessary information, find ways to solve it and, most importantly, act in accordance with the solution found.
The functions of the teacher are to coordinate the activities of students, help them without giving harsh instructions. In case of difficulties, the teacher is recommended to pose leading questions and give additional tasks.
Issues of problem-based learning in geography lessons:
During my teaching career, I have repeatedly used and continue to use a problem-based approach to teaching geography. Below I would like to give several examples of the use of problem-based learning, its elements, in solving the main task of the teacher - geographer: the conscious assimilation of geographical knowledge by students and their application in the future.
I use elements of problem-based learning when studying many topics in the geography course, starting from the 6th grade. The content of geographical knowledge in the initial course of physical geography is distinguished by the specificity of the phenomena and objects being studied. This determines the nature of students’ cognitive activity, which is based on sensory perception of real geographical objects and phenomena. At the same time, there are conditions for creating creative, including problematic situations.
In the course of geography of continents and oceans (grade 7), the main features of the nature and population of the Earth are studied. Theoretical knowledge makes it possible to organize the study of the nature of individual continents and oceans at a qualitatively higher level; in this case, the main attention is paid to establishing cause-and-effect relationships between various components of nature, identifying the degree of change in natural complexes as a result economic activity person. Thus, the course content itself provides the teacher with ample opportunities to develop problem-based learning. Special attention At the same time, attention should be paid to developing students’ skills to comprehend a problem situation, put forward and test a hypothesis, and work with sources of geographic information.
Studying the course “Geography of Transnistria and the Transnistrian Borderland”
(8th grade), students solve real problems, which contributes to the development of skills to observe surrounding phenomena and objects, analyze changes occurring in nature, independently set themselves problematic tasks and find ways to solve them.
Currently, when studying economic and social geography (general and regional overview): grades 9-10, it is no longer enough to limit yourself to a simple listing of numbers and facts. It is necessary that they serve as a reason for studying in lessons the patterns of development of the economies of the world, issues of improving the system of location of the world economy as a whole, its individual industries, to pose problems and show possible ways to solve them, which is possible with the help of problem-based learning.
The implementation of a problem-based approach when studying the course “Global Geography” (grade 11) allows schoolchildren to develop a new style of thinking, which is so necessary now to solve numerous problems facing the global economy.
As an example, I would like to give a number of questions (problematic) that I use in geography lessons.
I would like to draw your attention to the fact that this list of problematic issues is only a part of those problematic questions and tasks that can be used in geography lessons.
Problematic questions and assignments in the Geography course.
Class
Problematic questions and tasks
Place of their placement in the educational process
Student activities
Logic for solving a problematic issue or task
6th grade
What are the reasons for the varied occurrence of rocks.
Topic: "Lithosphere". The teacher organizes the students’ work with sources of information and leads them to the conclusion about the diversity of rock occurrence. Forms a problem.
1. Purposeful study of new material.
2. Solving the main and specific issues of the topic.
3. Awareness of the causes and consequences of the phenomena being studied.
Diversity of rock occurrence.
Movement of the earth's crust.
Why does the earth's crust move?
Movement of mantle substances.
Types of movement of the earth's crust.
7th grade
Is the desert a pattern or an anomaly on the face of the Earth?
Setting a problem task before studying a new topic.
They are aware of the task at hand, purposefully perceive the teacher’s presentation, and participate in a heuristic conversation.
Desert
PC
GP activities
person
climate
felling
forests
Desertification
8th grade
What impact does Baikal have on the surrounding area?
In the process of learning a new topic.
Independently reveals the influence of Baikal on the surrounding territory, showing the originality of this PC.
Baikal
GP
unique-rich-
ness
nature surrounding Baikal territorial
ries
1. Uniqueness of the climate.
2. Animal and plant life.
3.The originality of the PC
4.Human use.
9th grade
Based on the analysis of diagrams, tables, maps, determine the features of metallurgy that affect its geography.
In the process of studying the topic “Metallurgical
ical complex"
1. Based on the analysis, the features of metallurgy are revealed.
2.Answer the question: how do these features affect the placement of the complex?
3.Working with the map: specifics of metallurgical bases.
Peculiarities
1.Concentration
2.Combination
3.Great material
capacity.
4.Labor intensity.
5.pollution of nature
Features of accommodation
Metallurgical bases of the world.
Grade 10
The connection between the transformation of Western Europe into the main hotbed of migration and the demographic situation in this region?
In the process of studying the topic: “Foreign
Europe".
1.Analysis of the demographic situation in the region.
2. Main directions of migration flows.
3. Reasons for migration.
4.Prove or deny the existence of a direct connection.
Demographic situation
immigration
Problems
region
Grade 11
Do you agree with the expression:
“We did not inherit the Earth from our ancestors. We borrow it from our descendants”?
When summarizing knowledge about a section.
They express their opinions about the given expression and give examples.
Riches of the Earth
The exhaustion problem natural resources
Their use by humans.
One of the forms of problem-based learning is problem presentation. The essence of a problem presentation is that the teacher poses a problem, solves it himself, showing the path to solution, revealing the logic of the movement of thought, and students follow the logic of the teacher’s presentation. I use this form when studying complex topics with students, where one cannot limit oneself to a simple presentation of truths, but requires the disclosure of complex relationships.
The development of problem-based tasks, given in a form that is unusual for students, on the basis of which various game situations can be played out in the lesson, and “travel” can be carried out during lessons, is also one of the promising directions in the development of a problem-based approach in teaching geography.
For example; when studying the course “Geography human activity: culture, economics, politics” 11th grade students and I are solving a number of economic problems that propose solving this or that problem. (Task example: Imagine that you are a merchant from the times of Dmitry Donskoy. Your initial capital is 1000 rubles. Where to start a business: a) in Moscow, where you are guaranteed an annual profit on the accumulated capital of 50%; b) in any city - an annual profit of 100%, but every 2nd where you lose ½ of your capital due to Tatar raids).
In my work, I intensively use the project method, which is a form of problem-based learning. Students of different classes pose a problematic question and solve it through research activities. The results of their work are presentations at the end of the school year. I will give just a few topics (problematic issues) considered by my students: - “World financial and economic crisis;
its consequences for Russia, the PMR and the city of Bendery”, “Options for the end of the world”, “The influence of news on the development of the pest economy” and many other topics.
The solution to real problems is, in turn, connected with the implementation of environmental education for schoolchildren. In our school for a number of years (5 years) there was Ecological project"Step into XXIcentury", which was the result of students solving an environmental problem: - Transformation of the school territory into an ecological oasis at Mr. Leninsky; - creating conditions for children to develop a sense of involvement in solving environmental problems within the school.
The logical conclusion of the work on this project was the creation of a program for environmental education of students in our school. The motto of the program is:
"Ecology of nature-
Ecology of the soul -
Ecology of human health".
One of the indicators of creative thinking developed in schoolchildren is their ability to complete tasks and answer questions of an increased (third) level of complexity. These questions and tasks require students to apply knowledge in a new situation, including a problematic one.
Conclusion :
The process of solving a problem is the most difficult in the cognitive activity of students.
Problem-based learning will be a truly effective means of developing thinking if you teach students the logic of problem solving. In the course of such training, students master one of the rules of thinking, which is that in the process of thinking a gradual transition is needed from one link in the chain of reasoning to another. Solving a problem at each stage is possible only with the help of certain techniques, which in psychology are called heuristics.
Summarizing the experience of problem-based learning accumulated in the methodology of teaching geography, we can distinguish three types of problem situations that can be created in lessons in the process of studying geography:
Problem situations based on the contradiction between the knowledge students have and the knowledge required to complete the task. The resolution of this contradiction, as a rule, is associated with the selection and restructuring of previously acquired information, with the discovery and application of new methods of mental or practical activity.
Problem situations, which are based on a contradiction inherent in the very process, phenomenon, or object under consideration.
Problem situations reflecting dialectical unity and the struggle of opposites, which requires reasoning according to the formula:“both at the same time.”
I will give examples of such situations:
Describe the demographic situation in the world. What trends can you identify?
In 2011, according to UN calculations, the 7 billionth inhabitant appeared on Earth. Is this a lot for our planet or not? Is our planet facing overpopulation?
Is it right to reduce the diversity of demographic problems to the narrow issue of population growth in the world and measures to reduce it? What is the basis for effectively solving population problems?
Any teacher can create his own system of such tasks, taking into account the characteristics of his style and the level of preparation of his students. Among the forms of classes where problem-based learning can be used, it should be noted: seminars, discussions, workshops, research activities students, conferences; lessons - auctions, press conferences, project defense.
Levels of assimilation of creative activity experience and methods of its transfer:
Contents of the experience of creative activity, its main features
Independent transfer of knowledge and skills to a new situation.
Seeing a new problem in a familiar situation.
Independent combination of a known method of activity into a new one.
Construction of a fundamentally new solution method.
Levels
Showing examples of a scientific solution to a problem during a problem presentation; teaching students to perform individual stages of problem solving.
Students solving problem problems during
heuristic conversation consisting of a series
questions, each of which is a step towards solving the problem.
III
Completely independent analysis of a problem situation, detection of the contradiction hidden in it, formulation and solution of the problem.
4: Literature:
Kuhar S.M. “Project and research activities of students in geography lessons”, Tiraspol: MaterialsIIIRepublican scientific and practical conference, 2010.
Lerner I.Ya. “Development of schoolchildren’s thinking in the learning process,” M. Prosveshchenie, 2002.
Pancheshnikova L.M. “Problem assignments in geography”, M. Education, 2006.
Ponurova G.A. "Problem-based approach to teaching geography in high school", M. Education, 1991.
One of the most important tasks of pedagogical science is the activation of the educational process. The goal of the educational process today is to teach schoolchildren to independently acquire new knowledge, develop the ability to pose and independently solve new problems.
Creative activity is becoming one of the main elements of the content of school education. The experience of such activities cannot be conveyed to students by imparting “ready-made” knowledge or organizing training exercises performed according to a model. It is developed in schoolchildren in the process of solving problem-cognitive tasks.
Currently, a lot is said and written about problem-based learning, but this technology is not new. It became widespread in the 20s and 30s. years in Soviet and foreign schools. This technology is based on the theoretical principles of the American philosopher, psychologist and educator J. Dewey. Currently, this technology is called problem-development technology, the authors of which are M.M. Makhmutov, N.G. Moshkina.
The technology of problem-based learning can be fully implemented only if the teacher knows the basic theoretical issues and is able to apply them in practice. Only then is it possible to achieve the main goal of problem-based learning: developing the intellectual potential of students, their abilities for creative thinking, and expanding knowledge in the subject.
What is problem-based learning? According to I.Ya. Lerner, this is “a type of learning in which students are systematically involved in the process of solving problems and problematic tasks based on the content of the program material.” Two conclusions follow from this definition:
- problem-based learning involves independent full or partial solution of problems that are feasible for students;
- To solve these problems, students need to create a situation that encourages them to solve problems.
Therefore, in addition to defining the concept of “problem”, it is necessary to define the concept of “problem situation”. “A problematic situation characterizes the student’s attitude towards an obstacle that has arisen in the practical or intellectual sphere of activity.” In fact, a problematic situation always arises against the background of perceived difficulties and an incentive to solve the problem. Without these conditions there is no problem situation. It is necessary to realize the existence of a contradiction and want to overcome it.
In problem-based learning, three main methods are used:
- Problem presentation.
- Partially search;
- Research.
The use of these methods is effective when the teacher sets a task: on the basis of existing knowledge and skills, to form qualitatively new ways of activity - the ability of schoolchildren to independently formulate and solve discovered or posed problems, the ability to propose hypotheses and methods for testing them, and plan experiments.
Problem-based methods contribute to the development of students’ thinking in such a way that they independently and quickly navigate educational material, assessed its significance, complexity, scope of applicability of the acquired knowledge in relation to other knowledge. Problem-based learning methods contribute to the development of the creative abilities of each student at his individual level.
Characteristics of problem-based learning methods and their application in geography lessons
| Method name | Characteristic | Application |
| Problem presentation (lecture, story) | The teacher presents information in an unusual form, placing emphasis in such a way as to activate the students’ thinking process. The teacher’s information creates the basis for the children to independently reason about what they heard, causing doubts to arise. The power of problem presentation lies in its predictive qualities. As the material is presented harmoniously, students often anticipate the teacher’s next step in reasoning or construct it differently, in their own way, thereby demonstrating creative thinking. The teacher formulates the research problem posed by scientists, sets out the hypotheses that were put forward by the researchers, and outlines ways to test them. |
When studying the topic “Climate of Australia,” I propose the following task: “Compare the average summer temperatures in the subequatorial and tropical climate zones.” While working with an atlas map and determining the average summer temperature of two climate zones, students are faced with a problem. The guys know that the amount of solar heat depends on latitude: the lower the latitude, the more heat and vice versa. But in the course of analyzing the map, students find out that in the tropical zone, average summer temperatures are higher than in the subequatorial zone. A contradiction arises between existing knowledge and new facts. In the future, a big role belongs to the teacher, who must present the material in such a way that the students learn the logic of moving towards solving the problem. “In summer, the subequatorial zone is dominated by equatorial air masses, which bring large amounts of moisture. In the tropical climate zone all year round Tropical air masses dominate, which are dry in their properties. And since a large amount of heat is spent on evaporation, in the equatorial zone, where there is high humidity in summer, average summer temperatures will be lower than in the tropical zone.” |
| Partially – search (heuristic conversation). | Conversation is a dialogue between teacher and student. The logic of questions and answers, an unexpected turn of thought, activates the cognitive activity and independence of students. Traits: 1. The focus of the conversation is on solving a new problem for students. 2. Logical relationship between the teacher’s questions and the students’ answers, which represent step-by-step steps in solving the problem. 3. The problematic nature of most of the questions included in the conversation. 4. Students’ independence in finding answers to questions. 5. An evidence-based holistic solution to the problem posed at the beginning of the conversation. |
In the Climate of Australia topic, I ask students to analyze the climate map of Australia and determine the amount of rainfall within the tropical zone. * Does the amount of precipitation fall the same within the tropical zone? (No). *Which part of this belt receives more precipitation? (in the eastern part it falls 2000 - 1000 mm per year, and in the central and western part 250 - 500 mm per year). * While studying the topic “General patterns of climate,” we studied that within the tropical climate zone, an area of high atmospheric pressure predominates. Therefore, little precipitation falls over the tropics. (a problem arises). * What other climate-forming factors besides geographic latitude will influence precipitation? (mountain ranges, currents, constant and variable winds, etc.). * Pay attention to the map, which geographical feature stretches in the eastern part of Australia from north to south? (mountains). * How will mountains affect the distribution of precipitation? (they will delay the movement of moist air masses from the Pacific Ocean, and most of the precipitation will fall on the eastern slopes of the mountains, i.e. in the eastern part of the tropical zone). Conclusion: thus, in addition to atmospheric pressure belts, the distribution of precipitation is also greatly influenced by the terrain. |
| Research | Ensures the acquisition of creative experience. Designed to teach independent mastery of ways to search for knowledge. The function of the teacher when using this method is, first of all, to construct and pose problem tasks for students, and the students’ activity is to perceive, comprehend and solve the problem as a whole. | Schoolchildren can use various sources of knowledge (dictionaries, reference books, encyclopedias). Examples of problematic tasks: * Why does the Namib Desert, located on the ocean coast, receive less rainfall than the driest areas of the Sahara? * The absence of woody vegetation in the steppe is explained by insufficient moisture; why is there no woody vegetation in the tundra with excessive moisture? |
The same question can be solved using different problem-based learning methods. In classes where most consists of students who have deep, solid knowledge of the subject, using, most often partially, the search and research method. Problematic situations that arise in educational activities in strong classes cause a state of emotional uplift, activity, and increased interest in learning.
In classes where the majority are weak students, the use of problematic questions and situations to a greater extent causes a state of dissatisfaction, tension, negative attitude to the lesson. But we cannot refuse to use problem questions and situations in weak classes, because among such students there are children who have solid knowledge of the subject and show interest in it. In this situation, it is necessary to apply a differentiated approach to learning - multi-level questions, including problematic ones.
And in order to awaken students’ interest in geography as a science from the first lessons and to form positive attitude It is necessary to apply problem-based learning to this subject starting from the initial course: “Geography, 6th grade.” Most of the schoolchildren who came from primary school to the middle level, do not know how to correctly and completely present the material, therefore one of the tasks of problem-based learning is the formation of skills and abilities of active verbal communication.
Characteristics of techniques and forms of problem-based learning and using them in geography lessons
An important role is played by the selection of teaching methods related to mental activity. In geography lessons, I often use such educational techniques as analysis, synthesis, comparison, generalization, establishing cause-and-effect relationships, reading maps, diagrams, working with various visual aids. These are very effective ways to understand natural phenomena and their essence.
Since in geography a map is the second textbook, if you have the skills to work with it, you can get a lot of information. So, in preparation for studying the topic “Climate of Africa,” I began planning a lesson by developing a number of techniques for reading a climate map. The main one is the compilation of climate characteristics of any territory using a map: climate zone, region, part of the continent. This complex technique consists of a number of more specific ones: determining the average temperature in January and July by isotherms, and the annual amount of precipitation by color. The ability to work with climate maps in the first lesson is reinforced by studying the climate of other continents. After acquiring these skills, the children can be presented with problematic questions and situations.
In the process of solving problematic issues and tasks, students’ knowledge becomes deeper, more conscious, and stronger.
The main forms of organizing problem-based learning are: frontal, individual and collective.
The essence of the frontal form of work is that different forms of presentation are used - story, explanation, conversation.
Among the promising directions in implementing this form of organizing educational activities is the wider use of problem presentation and heuristic conversation. Expanding the question from the lesson " Natural areas Eurasia" using heuristic conversation:
“In woody plants of forests, one annual ring is formed per year, and on saxaul, several annual rings are formed in one year. Explain this phenomenon." A collision of existing knowledge with a new fact arises and schoolchildren experience intellectual difficulty, i.e., a problematic situation arises.
A system of logically interconnected questions helps students find the correct answer, i.e., solve the problem.
– In what season of the year does intensive tree growth occur? (in summer; in the warm season of the year, favorable for tree growth).
– When does intensive growth occur in saxaul? (also at a time favorable for plant growth).
– What time in the desert is favorable for tree growth? (rainy time).
– Why does saxaul form several rings in a year? (after each long rain the saxaul trunk acquires one ring).
Collective work is most successfully carried out when working in groups, when identical problem tasks are offered that allow ambiguous solutions. The work ends with a discussion. An example of a problem task for groups could be the choice of the optimal location of an enterprise (chemical, metallurgical, pulp and paper) or a thermal power plant. Each group can consider this problem from different points of view: an ecologist, an urban planner, a production worker, a doctor.
The difficult task facing the teacher is to teach students to independently find a problem in the textbook text and formulate it independently. Of course, not all student-generated questions are created equal. And not all of them are problematic. To compose such questions, the student must have in-depth knowledge of the topic with which he is working, as well as master the methodology for composing problematic questions and situations. Therefore, only a few students master these skills.
So, when studying the topic “Metallurgical Complex”, I explain to the children that this is a “dirty industry”. After studying the topic, I propose to create a problem situation using the following textbook text: “An important direction in the development of ferrous metallurgy is the construction of automated mini-factories. They use scrap metal, are relatively environmentally friendly, and quickly respond to changes in demand.” In this text, students should see a phrase that contradicts their existing knowledge and create a problem situation with approximately the following content:
“It is known that metallurgical enterprises are strong polluters environment. Ferrous metallurgy enterprises emit up to 15% of harmful substances into the atmosphere, and non-ferrous metallurgy – up to 22%. Why are some of the enterprises in this complex considered environmentally friendly? What do they specialize in?
Analyzing the work of the children, I concluded that the quality of the work performed is much lower in classes where “weak” students predominate. The result could have been higher if most subjects had taught students the skill of solving problematic issues and situations.
The systematic use of methods, techniques and forms of problem-based learning contributes to the assimilation of methods of independent activity, the development of cognitive and creative abilities, the formation of skills and abilities of active verbal communication, and also contributes to the growth of motivation to study geography, as a subject that is important and necessary for further education and acquisition of a profession .
Developing in children a taste for creative search, overcoming obstacles on the way to solving a problem, determination, and independence is possible only if the teacher himself is creative. Studying and applying problem-based learning methods allows you to master the methodology of this issue and improve your professional level.
Bibliography:
- Lerner, G.I. Teaching methods and their specificity / G.I. Lerner // First of September. Biology. – 2004. - No. 37. – P. 22 – 27.
- Lerner, G.I. Problem-based learning in biology lessons / G.I. Lerner // First of September. Biology. – 2004. - No. 39. – P. 26 – 31.
- Selevko, G.K. Modern educational technologies / G.K. Selevko. – M.: Public education, 1998. – 256 p.
- Methods of teaching geography at school / ed. L.M. Pancheshnikova. – M.: Education, 1997. – 320 p.
Bizina Svetlana Vladimirovna,
Geography teacher
PROBLEM-BASED LEARNING IN GEOGRAPHY LESSONS
It is not thoughts that need to be taught, but thinking.
I. Kant
Recently, the problem of student activity in geography lessons has become very relevant, as the quality of students’ knowledge has sharply deteriorated. The experience of teachers over the past decades shows that some teaching methods are outdated, and their results can no longer meet the requirements of a modern, constantly developing society. After all, previously such methods and types of lessons prevailed that implied various descriptions, explanations or the teacher’s story. The student had no time to think for himself or get information from any other sources.
A feature of teaching geography is the complex interaction of many factors related to various fields of science, which makes the material particularly attractive, but makes the organization of the educational process very complex and diverse. Thus, the teacher has a need to find an approach that would provide efficient use teaching time and fruitful work in the classroom. Therefore, schools are increasingly usingproblem-based learning methods.
The essence of the problem-based approach is that in the course of studying new material and its subsequent consolidation, tasks are offered, the completion of which is aimed at strengthening students’ ability to use previously acquired knowledge. They are presented with a certain problem, which they must solve independently or with the help of a teacher, find ways to solve it or ways to apply existing knowledge in new conditions. Contradictions between existing knowledge and a new task are overcome by independent mental and practical actions of a creative nature. Createdproblematic situation – psychological condition mental difficulty of the student when solving a learning problem or question posed by the teacher.
The learning process using problem-based learning methods consists of four stages:
I. Creation of a problem situation and awareness of the problem.
II. Formulating a hypothesis.
III. Finding a solution and proving the hypothesis.
IV. Solution .
A problematic situation is created through problematic questions and tasks. A separate factor is the interest of each student in this problem. Based on the results obtained after problematic lessons, we can highlight the following criteria for setting up a problem situation in the lesson:
1) the emotional coloring of the material itself and the form of its presentation, the constant desire to evoke in the student emotions accompanying the material, which subsequently turn into stable feelings that largely determine the presence of interest;
2) reliance on the student’s experience and existing knowledge and skills so that the problem becomes not only educational for him, but also really significant;
3) the teacher’s creative approach to posing a problem, as well as the development of students’ creative thinking (i.e. the ability to find a way out in non-standard situations).
4) taking into account the age and psychological characteristics of students when modeling a problem situation.
Problem-based learning is implemented in problem-based presentation, partially search (heuristic conversation) and research teaching methods.
In lessons with a problem presentation, the teacher poses a problem and solves it himself, revealing a chain of logical reasoning, explaining new concepts and terms. In order to interest students, you can offer them some entertaining task before explaining. For example, when studying the topic “Structure of the Earth’s Crust” in grade VII: “Based on your existing knowledge about the Earth’s crust and lithospheric plates, create a theory of the movement of lithospheric plates. Your theory must be substantiated and have evidence of its veracity."
Heuristic conversation is carried out through one or several problems of a problematic nature. For example, let’s take the topic “Movements of the Earth’s Crust” in grade VI. It is difficult for students because they do not have the opportunity to observe for themselves the phenomena associated with the movement of the earth’s crust. Therefore, there is a need for teacher and students to work together.
Research methods are used both when studying new material and to improve, consolidate and test students' knowledge. Thus, when studying the topic “Nature and Man” in the VIII grade, knowledge about the resources of Russia, the economic development of its territory, environmental problems. To facilitate the task, the teacher gives questions and tasks of a problematic nature:
1. Draw up a diagram “Types of natural resources”.
2. Give examples of the impact of various types of human economic activity on natural complexes.
3. Offer your own solution to environmental problems.
4. How effective and necessary is the development of territories with extreme conditions (North, BAM).
For more effective work, the emergence of sustainable interest among students, improving the quality of lessons and knowledge, it is possible to use other teaching methods along with the problem-based approach.
So, in the course of solving a problem situation, you can invite students to independently systematize the material and draw up a supporting diagram, outline drawing, etc. Combines very well with problem-based learning game forms lessons.
In teaching geography, several types of problem-based or creative tasks are used.
Tasks, the problematic nature of which is due to the gap between previously acquired knowledge and the requirement of the task (or question). Thus, in the initial course of physical geography, students learn that the amount of solar heat depends on latitude: the lower the latitude, the more heat, and vice versa. In the next course, when studying Africa, they will learn that in the tropical zone summer temperatures (+32 C) are higher than in the equatorial zone (+24 C). This fact contradicts the previously learned relationship and forms the basis for the formation of a problem task: “Working with the atlas, compare summer and winter temperatures in the tropical and equatorial zones of Africa. Why is July temperature higher in the tropical zone?
Tasks to establish multiple-valued cause-and-effect relationships. The features of objects and processes studied by geography are usually determined by a complex of causes and give rise to a complex of consequences. Therefore, this type of task is most widespread in teaching. At the same time, students must independently select and apply a wide range of knowledge in different ways. Including other educational subjects, the task takes on a problematic nature, for example, “What changes occur in nature in central Russia after cutting down forests?” (Name at least 8-9 consequences). Or: “What factors contribute to the United States becoming the leading capitalist power in the world?” (Name at least 5 reasons).
Tasks requiring an understanding of dialectical contradictions. Ability to operate them. In logic, such situations are called situations of opposing judgments, for example: “Using knowledge of the geography of Russia and other countries, explain what impact a large territory has on the country’s economy - whether it favors or hinders the development of the economy” or: “Does the influence of natural resources increase or decrease under the conditions of scientific and technical progress? for the development of the economy? The peculiarity of these tasks is that they require reasoning according to the principle of “both at the same time” (and not one instead of the other), i.e. Students should be advised not to reject either statement, but to try to substantiate both.
Tasks based on a scientific hypothesis, for example about the origin of permafrost. About climate change on Earth, etc., revealing this hypothesis, students need to express their judgments on it, justify its scientific and practical significance.
Paradox tasks,for example: “The rivers of the European part of Russia and Siberia flood once a year. The rivers crossing the deserts - Amudarya, Syr Darya, Zeravshan - have two floods a year - in spring and summer. How can this be explained?
Thus, the geography course is one of the most interesting in school curriculum, the effectiveness of teaching in this course can be achieved if the educational process is aimed at developing students’ thinking, at developing their cognitive independence, including through problem-based learning. The opportunities for problem presentation in geography lessons are very wide. In view of the complexity of natural objects, phenomena and processes studied by geography, consideration of each of them can be carried out problematically.
Bibliography:
1. Andreeva E.Yu. Problem-based learning in geography // Geography at school,
1999, № 7.
2. Pancheshnikova L.M. Methods of teaching geography in secondary school. –
M.: Education, 1983.
3. Ponurova G.A. Problem-based approach to teaching geography in secondary education
School. –M.: Education, 1991.
4. Finarov D.P. Methods of teaching geography at school. – M.: AST: Astrel,
2007.
Application
Workshop on the topic: “Climate of Africa”
Problem-based learning lessons are possible not only in senior grades, but also in seventh grades. They are large in volume practical work, are completely dedicated to it, and have the goal not only of acquiring new skills. But also the formation of new knowledge and, therefore, presupposes final conclusions on the content of what has been studied. The lesson is organized as follows. The class is divided into a number of groups equal to the number of climate zones; in addition, a group of strong students can be identified, which is tasked with explaining the climate features of each zone. Each group receives its own task on cards, which, in addition to describing the climate, offers:
Determine which climatogram in the textbook corresponds to your climate zone;
Fill out the table in your notebook:
Characteristics of African climate zones
To figure out:
Why does the equatorial belt in the east not reach the coast? Indian Ocean? (question to group 1)
Why is the Somali Peninsula one of the driest areas in Africa? (question 2 to group)
Why does the Namib Desert, located on the Atlantic coast, receive less rainfall than the driest places in the Sahara? (question to group 3)
A group of strong students prepares answers to the following questions:
Why is it always hot and a lot of rain at the equator?
Why are there dry and wet seasons in the subequatorial belt?
Why is the climate drier in northern Africa than in southern Africa?
As you can see, problematic issues are discussed by all groups. After the reports, a general conclusion is formulated: the climatic zones of Africa differ from each other in temperature, amount of precipitation and their regime. These differences are associated with geographic latitude and angle of incidence of sunlight, atmospheric pressure belts, changes in air masses and prevailing winds.
The research elements in this lesson are:
combining information taken from the map and textbook text; analysis of climatogram data; searching for answers to problematic questions.
Group work is no less important - constructing an answer in a certain sequence, selecting and analyzing data obtained from the map.
The function of the teacher in the problem-based approach is, first of all, to construct and pose problem tasks to students (or to select these tasks from methodological literature), and the students’ activity consists of perceiving, comprehending and solving the problem as a whole.
