A Comparative Analysis of Project-Based Learning (PBL) and Traditional Laboratory Methods in Teaching Polyphenol Biochemistry
Keywords:
Polyphenols, Project-Based Learning, traditional laboratoryAbstract
This article presents a comparative analysis of two primary pedagogical methods for teaching polyphenol biochemistry in higher education: traditional laboratory exercises and Project-Based Learning (PBL). The study aims to evaluate the effectiveness of each method in enhancing students' theoretical knowledge, practical skills, critical thinking, and problem-solving abilities. The research involved two groups of biochemistry students: one group performed traditional, instruction-based laboratory work, while the other engaged in a project centered on a real-world problem. Outcomes were assessed through pre- and post-tests, analysis of lab reports, and student feedback surveys. The findings indicate that the PBL method offers significant advantages in fostering student engagement, intrinsic motivation for learning, and the development of higher-order cognitive skills compared to the traditional approach. Conversely, the traditional method demonstrated high efficiency in mastering fundamental laboratory techniques. The article analyzes the strengths and weaknesses of both methods and provides recommendations for implementing an integrated (hybrid) approach to teaching complex topics like polyphenols.
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