The pedagogical benefits and pitfalls of applying tools for teaching and learning laboratory practices in the biological sciences

The aim of this study is to research the different methods used by biology teachers and their effects on the success of the students. Three student groups of biology students in University “GoceDelcev”, Faculty of Natural and Technical Sciences, Institute of Biology, - Stip, R. Macedonia were offered a topic on general characteristics of Hemoglobin, Methods Based on color development (Sahli’s/acid hematin Method) with different sequences of 3 teaching methods. The teaching methods were Laboratory method (student experiment), slide demonstration and lecture method. The first group started the course with experiments in the laboratory, then the lecture method was given to relevant theory of proteins, and then the slides were shown (Group I). The sequence of these three teaching methods used in the first group was changed in both second and third group as follows: The lecture methods, slide show and experiment in Group II, and slide show, experiment and lecture method in Group III, respectively. Laboratory method used in the study was focused on the topic of Estimation of hemoglobin - Мethods based on color development (Sahli’s/acid hematin Method) This experiment was carried out by students. Slide demonstration method included slides about hemoglobin structure and function. The slides were shown by teachers. Lecture method was performed by teachers as usual. Effectiveness of different sequential teaching methods was measured quantitatively by an achievement test. Achievement test contained 20 questions, testing the knowledge of facts as well as the ability to transfer the knowledge and problem solving ability. This test was used as pre-test before methods’ application, post-test after the methods’ application and retention test after 30 days from methods’ applied