Teaching exploration and research on general zoology laboratory course based on PBL teaching methodology

Abstract

Objective: To explore and evaluate the effectiveness of Problem-Based Learning (PBL) methodology in teaching the general zoology laboratory course, aiming to enhance students’ practical skills, critical thinking, and engagement.
Methods: A comparative study was conducted involving two groups of students enrolled in the general zoology laboratory course. The experimental group was taught using PBL approaches, where students actively participated in solving real-world problems related to zoology, while the control group received traditional lecture-based instruction. Student performance, laboratory skills, and learning attitudes were assessed through tests, practical evaluations, and questionnaires.
Results: Students in the PBL group demonstrated significant improvement in practical skills, problem-solving abilities, and motivation compared to the control group. Feedback indicated higher satisfaction and deeper understanding of zoological concepts. The PBL approach fostered collaborative learning and enhanced self-directed study.
Conclusion: Implementing PBL in general zoology laboratory teaching effectively improves students’ learning outcomes and engagement. This methodology is recommended for broader application in biological sciences education.