INNOVATIVE METHODS OF PROJECT-BASED LEARNING IN BIOLOGY LABORATORY COURSE: FROM THEORY TO PRACTICAL EXPERIENCE

Abstract

This article discusses modern innovative methods of project-based learning implemented in a laboratory course in biology. The main focus is on how the project approach contributes to the effective integration of theoretical knowledge and practical experience of students. In contrast to traditional forms of teaching focused on memorization and reproduction of material, project- based learning involves active inclusion of students in research activities, which contributes to the development of their critical thinking, analytical skills and research skills. A key element of this approach is the practical component of the course, including, for example, blood analysis and interpretation of the obtained data. Such tasks allow students not only to consolidate their theoretical knowledge, but also to better understand the physiological processes occurring in the human body. Team work on scientific mini-projects contributes to the formation of skills to plan an experiment, analyze the results and make reasonable conclusions. The comparative analysis of traditional and project-based forms of learning presented in the article shows the clear advantages of the latter. Students who study using the project methodology demonstrate higher results in the assimilation of educational material, as well as show more initiative and creativity in the performance of tasks. In addition, the level of students' involvement in the educational process increases. The results of the research conducted within the framework of the course confirm the high efficiency of project-based learning in the training of future specialists in the field of biology. Thus, we can conclude that the introduction of the project approach in laboratory classes is not only relevant, but also necessary in the conditions of modern educational requirements.