DEVELOPMENT OF STUDENTS’ LABORATORY AND PRACTICAL SKILLS THROUGH TEACHING THE FUNDAMENTALS OF BIOTECHNOLOGY

Abstract

The development of laboratory-practical skills is a central component of modern biotechnology education, requiring the integration of methodological rigor, experimental precision, and scientific reasoning. This study investigates the effectiveness of Inquiry-Based Laboratory Instruction (IBLI) as a pedagogical model for forming students’ laboratory competencies in microbiology, molecular genetics, and plant cell culture techniques. Designed within the framework of constructivist learning, IBLI emphasizes independent inquiry, hypothesis formulation, experimental design, and reflective interpretation. Unlike traditional instruction based on prescriptive protocols, IBLI positions learners as active agents in the research process, promoting deeper understanding of biological phenomena and enhancing procedural accuracy.

The research was conducted among first- and second-year students of Biology and Biotechnology during the 2024-2025 academic year, involving a control group taught with traditional methods and an experimental group taught using IBLI. Three laboratory modules were implemented, and quantitative assessment was performed using a Universal Rubric for Biotechnological Skills. Qualitative analysis included reflective reports, laboratory notebooks, and observational records. Statistical verification using Fisher’s F-test demonstrated that the experimental group exhibited greater stability and consistency in post-test performance, confirming the significant influence of the IBLI intervention.

The findings indicate that IBLI substantially improves students’ cognitive engagement, technical proficiency, biosafety awareness, and scientific communication skills. By integrating inquiry-based stages problem identification, hypothesis development, experimental execution, data interpretation, and reflection the method supports comprehensive development of research competencies. The study concludes that IBLI represents an effective pedagogical strategy for advancing biotechnology education and preparing students for professional scientific practice