Content area
Abstract
Now, following a decade of biological education reform including such pedagogic techniques as case studies (Herreid, C.F.), cooperative learning (Lord, T., 1998), learning cycle (Lawson, A.E., 2000), and a variety of other student-active approaches (McNeal & D'Avanze, 1997), we felt it was timely to reassess that status of laboratory instruction to document changes that may have occurred and current trends. In summary, contrary to the frequent perception that laboratories are being cut from the introductory biology curriculum as a cost saving measure, the responses to this survey suggest that laboratory instruction is alive and perhaps growing more vigorous, although in larger-size classes. Students are bearing a larger burden for the costs of these opportunities, but as a result at least indirect evidence suggests that the quality of the laboratory experience is improving as inquiry and student-active investigation account for a greater share of laboratory activities.
