ახვლედიანი ლეილა

საბუნებისმეტყველო და ჯანდაცვის ფაკულტეტის ხარისხის უზრუნველყოფის სამსახურის უფროსი, ბიოლოგიის დეპარტამენტი, შოთა რუსთაველის სახელმწიფო უნივერსიტეტი, ბათუმი, საქართველო

ცქვიტინიძე სოფიო

საბუნებისმეტყველო და ჯანდაცვის ფაკულტეტის დეკანის მოადგილე, ბიოლოგიის დეპარტამენტი, შოთა რუსთაველის სახელმწიფო უნივერსიტეტი, ბათუმი, საქართველო

ქოიავა თეა

სპეციალისტი, ბიოლოგიის დეპარტამენტი, შოთა რუსთაველის სახელმწიფო უნივერსიტეტი, ბათუმი, საქართველო

ვირტუალური და რეალური ლაბორატორიული სწავლების გამოყენების უპირატესობა საბუნებისმეტყველო მეცნიერებების სწავლების დროს


The Advantage of the Virtual and Real laboratory Training Combination During Teaching of Basic Sciences

(გლობალური საკითხები და თანამედროვე გამოწვევები განათლებაში)


Introduction and aim: The goal of our research was to clear how much would be effective the usage of the modern technologies and modern teaching methods during laboratory hours.

Research methodology: For this purpose, as an addition to the real laboratory methods of immunology, microbiology and molecular biology we used virtual laboratory methods as well. To assess the results of above mentioned combination we did survey of the students and compared the results of student assessment result in case of conducting real and virtual laboratory methods.

Results and implications: Within the frames of biology, ecology, medicine and dentistry education programs the laboratory studies are generally held in cytology, histology, immunology, microbiology and molecular biology teaching courses. Cytology and Histology studies can be carried out by dry, ready preparations/slides, but the laboratory studies of molecular biology, immunology and microbiology is impossible to perform without laboratory environment, equipment and all essential reagents. It should be mentioned, that the equipment and reagents are quite expensive, in addition, reagents and disposable material are necessary annually to purchase. Except of the above mentioned, sometimes laboratory experiments consumes quite long time and mostly do not fit the usual 3 or 4-hour format of the study accordingly.

In some cases, neither educational or training program nor the time table don’t allow to carry out all the necessary laboratory method fluently.

As an example the usage of virtual laboratory method in molecular biology teaching with the combination to real laboratory method has shown a clear result. The groups where we used combination of virtual and real laboratory experiment methods in the teaching process, appeared that the students were much more motivated and were mobilized for the experiment, and they consumed too much less time in arrangement and implementation of experiment, rather than the groups, which have not used a virtual lab experiment methods.

Virtual laboratory method has able each student to do their own/individual experiment in advance by their own and to make them an even slightly familiar to the real process, before they would actually use the real pipette, ependorps and rest of other laboratory equipments or techniques, while in real in the lab because of lack of time and expensiveness of reagents as well, students are divided in sub groups and the job they have to do is distributed between the sub group members during one experiment. Virtual laboratory method makes each student much more understood in whole experiment process, than in sub groups. They answer questions much more quickly when laboratory testing was conducted.

Conclusion: Our research and observation has shown that the real laboratory experiments combination with virtual laboratory experiments in much more convenient, fruitful and efficient during teaching process, much more effective than each of them separately.

Keywords: virtual and real laboratory, basic sciences