A reappraisal of the status of introductory biology laboratory education in U.S. colleges & universities

American Biology Teacher

Volumn 67, Issue 9, 2005, Pages 525-529

  Sundberg, Marshall D ^a   Armstrong, Joseph E ^b   Wischusen, E William ^c  

^a EMPORIA STATE UNIVERSITY   (United States)

^b ILLINOIS STATE UNIVERSITY   (United States)

^c LOUISIANA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 29144478649     PISSN: 00027685     EISSN: None     Source Type: Journal    
DOI: 10.2307/4451904     Document Type: Review

References (5)

1. Herreid, C.F. Co-Director, National Center for Case Study Teaching in Science. Available online at: http://ublib.buffalo.edu/libaries/projects/cases/ case.html.
2. Lawson, A.E. (2000). A learning cycle approach to introducing osmosis. The American Biology Teacher, 58(1), 38-42.
3. Lord, T. (1998). Cooperative learning that really works in biology teaching using constructivist-based activities to challenge student teams. The American Biology Teacher, 60(8), 580-588.
4. McNeal, A.P. & D'Avanze, C. (Eds.) (1997). Student-Active Science: Models of Innovation in College Science Teaching. Orlando, FL: Harcourt Brace College Publishers.
5. Sundberg, M.D. & Armstrong, J.E. (1993). The status of laboratory instruction for introductory biology in U.S. universities. The American Biology Teacher, 55(3), 144-146.