Abstract:

The article examines the effectiveness of applying the project method in biology education by conducting morphometric analyses of Transcarpathian red fox populations. In the introduction, the study outlines the challenges of traditional biology teaching and the need for innovative, studentcentered approaches that integrate theory and practice.

The project-based approach actively engages students in data collection, analysis, interpretation, and reporting of morphometric measurements, fostering a deeper understanding of scientific methodology. Focus is placed on developing students’ independent research skills, teamwork, and critical thinking, as well as their ability to handle and synthesize information from multiple sources. The article details the use of the project method in teaching biology students, based on specimens from the Uzhhorod National University Zoological Museum. Students learn the main craniological variables, measure them using calipers, and process the data using descriptive statistics and one-way ANOVA to study sexual dimorphism. They also practice working with scientific literature, compare their results with published data, and present their findings, which strengthens scientific communication skills.

The results suggest that integrating project-based learning with morphometric analysis enhances student motivation, analytical competencies, and preparedness for future scientific research. The main goal is to develop students’ practical research skills, their ability to process information, think critically, and enhance competencies in data analysis. In conclusion, the study demonstrates that the project method, combined with hands-on morphometric studies, effectively bridges theory and practice, equipping students with essential tools for independent research and lifelong learning.

Keywords: project method, craniology, biology, students, educational project, sexual dimorphism.

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