Students integrate knowledge acquisition and practical work in the laboratory

Area of Science:

• Biology Education
• Physiology Laboratory

Background:

• Traditional laboratory classes often lack emphasis on student-led knowledge acquisition.
• Integrating collaborative and self-directed learning is crucial for modern scientific education.

Purpose of the Study:

• To implement and evaluate a project-based learning (PBL) methodology in a university physiology course.
• To foster teamwork, self-learning, and knowledge processing skills among biology students.

Main Methods:

• A PBL approach was designed for practical physiology classes involving 38 fourth-year biology students.
• Students worked in small groups to develop laboratory protocols and submitted individual outlines for feedback via Moodle.
• Student performance was assessed through submitted work and a post-course survey.

Main Results:

• The PBL methodology successfully promoted practical self-learning and critical thinking skills.
• Students demonstrated enhanced understanding of theoretical concepts through the creation of didactic materials.
• High scores at the end of the subject indicated the success of the educational innovation.

Conclusions:

• Project-based learning is an effective strategy for enhancing student engagement and learning in science laboratories.
• This approach cultivates essential skills such as critical analysis, collaboration, and independent knowledge acquisition.
• The integration of practical work with theoretical knowledge through PBL significantly improves academic performance.