A DIDACTIC MODEL FOR USING VIRTUAL LABORATORIES IN TEACHING BIOLOGICAL PHYSICS AND CONDITIONS FOR ITS IMPLEMENTATION

Abstract

This article develops a didactic model for integrating virtual laboratories into biological physics teaching and specifies the conditions required for its implementation in undergraduate medical education. The virtual laboratory is conceptualized as an organized learning environment connecting a biological problem, a physical model, controlled experimentation, interpretation of evidence, and reflective assessment. The design combines constructive alignment, guided inquiry, and complementary virtual and physical activities. Its outputs comprise a six-component model, six laboratory modules, a staged lesson procedure, assessment indicators, and an implementation framework. A six-week, nonrandomized pretest-posttest evaluation is proposed for an experimental group of 30 students and a control group of 25 students. Because no student observations were provided, the quantitative Results section uses a fully synthetic dataset to demonstrate reporting and analysis, not to claim intervention effectiveness. In this illustration, mean scores increase from 47.70 to 73.70 in the experimental group and from 50.88 to 65.12 in the control group. The baseline-adjusted posttest difference is 11.04 points on a 100-point scale (95% confidence interval, 6.72 to 15.35). These values reflect the specified data-generation assumptions and are not empirical findings. Implementation requires curriculum alignment, scientifically checked simulations, accessible infrastructure, teacher preparation, common assessment standards, and explicit links to physical laboratory work. The proposed model provides a transparent basis for subsequent classroom evaluation; its educational effectiveness remains to be tested using authentic observations.