VIRTUAL LABORATORY AS A FACTOR IN THE DEVELOPMENT OF COGNITIVE ACTIVITY OF STUDENTS IN BIOLOGY LESSONS

Abstract

This article reveals the current topic of the development of cognitive activity of students during biology lessons using virtual laboratories. The results of the theoretical analysis of scientific publications and research devoted to the study of the essence and features of educational and cognitive activity of modern schoolchildren are presented. The purpose of the research was to study the influence of a virtual laboratory on the educational and cognitive activity of students in the biology subject. The criterion for the effectiveness of virtual laboratory work was a change in the success of learning and the development of cognitive motivation in the seventh grade students in their dynamics. The data of the mathematical analysis of the reliability of the obtained research results (error within p> 0.01) are presented. Significant differences were found in the relationship between knowledge quality, academic performance, motivation, and the use of virtual lab activities concerning the "knowledge quality" and "cognitive motives" parameters, as well as selfdevelopment motives. The analysis revealed a moderately high score on these scales in both the first group (control group) and the second group (experimental group) (p >0.01). This suggests that the implementation of virtual lab activities has a greater impact on students' knowledge level and academic engagement. Based on the results of the study, the necessity of using virtual laboratory work as one of the factors in the development of cognitive activity of students has been justified.