Visualization method in teaching veterinary microbiology, immunology and virology

Keywords: teaching microbiology, virology and immunology, visual models of biological objects


Pedagogical science has in its arsenal a number of methods of teaching educational information. Visibility is one of the main principles of didactics. There are auditory, visual and kinesthetic teaching methods. The task of the teacher is to develop and use such methods that allow the best way to convey information to the student. The article is devoted to the description of visual models developed by teachers of the Department of Microbiology, Virology and Immunology of the Kharkov State Zooveterinary Academy. The models allow visualization of various biological objects: blood cells and tissues of the animal’s body, bacteria, viruses, molecules. Models are made of dense material and have a magnet. Due to this model is easily attached to the magnetic board. The models reflect the morphological and functional features of the depicted objects. Thus, the color of blood cells corresponds to their color in a smear, the color of bacteria — to a color when stained by Gram, and the different colors of molecules can mean their different function. Most often, models are used in the teaching of immunology. They help to visually show the various factors of immunity and their interactions. Using models, one can create illustrations of the most difficult topics: “Immune response”, “The role of cytokines in the immune response”, “Immunodeficiency and autoimmune diseases”, “Serological reactions in the laboratory diagnosis of infectious diseases”. The use of models helps in understanding information, its memorization and allows reflecting the dynamics of processes in immunology, virology and microbiology. To study the effect of the method of visual models on the quality of perception of educational information and analysis of the effectiveness of using models, we conducted a survey among students. The positive role of models in the study of veterinary microbiology, immunology and virology was noted by all students who participated in the survey.


Babych, O., & Semenikhina, O. (2014). Do pytannia pro spivvidnoshennia poniat naochnist i vizualizatsiia // Fizyko-matematychna osvita. Naukovyi zhurnal. Sumy : SumDPU im. A.S.Makarenka, 2(3), 47–53.

Bezuhlyi, D. (2014). Pryiomy vizualnoho podannia navchalnoi informatsii. Fizykomatematychna osvita. Naukovyi zhurnal. Sumy: SumDPU im. A.S.Makarenka, 2(3), 7–15. https:// (in Ukrain-ian).

Gorlicyna, O.A. (2012). Obuchenie studentov pedvuzov vizualizacii znanij. Sovremennoe obrazovanie, 2, 1–9. doi: 10.7256/2306-4188.2012.2.336 (in Russian).

Harahulia, H.I., & Matkovska, S.H. (2017). Metody op-tymizatsii zasvoiennia velykykh obiemiv informatsii v kursi “Veterynarna virusolohiia”. Problemy zoo-inzhenerii ta veterynarnoi medytsyny: Zb. nauk. prats KhDZVA, 34(2), 238–242 (in Ukrainian).

Kolenkina, I.N. (2014). Vizualizacija v obuchenii [jel-ektronnyj resurs]. Rezhim dostupu do stattі: (in Russian).

Puljaevskaja, A. (2016). Metody vizualizacii informacii [elektronnij resurs]. Rezhim dostupu do stattі: (in Russian).

Raputo, A.G. (2019). Vizualizacija kak neotemlemaja sostavljajushhaja processa obuchenija prepodavatelej [jelektronnyj resurs]. Rezhim dostupu do stattі: (in Russian).

Sadovskaja, I.L. (2000). Metodika korrekcii usvoenija znanij v processe obuchenija biologii v pedagog-icheskom vuze: avtoref. diss. … kand. ped. nauk. Krasnojarsk (in Russian).

Abstract views: 49
PDF Downloads: 64
How to Cite
Garagulya, G., Matkovska, S., & Panikar, I. (2019). Visualization method in teaching veterinary microbiology, immunology and virology. Scientific Messenger of LNU of Veterinary Medicine and Biotechnologies. Series Economical Sciences, 21(92), 180-185.