We analyzed the practitioner literature on lab-based instruction in biology in The American Biology Teacher between 2007 and 2012. We investigated what laboratory learning looks like in biology classrooms, what topics are addressed, what instructional methods and activities are described, and what is being learned about student outcomes. The practitioner literature reveals a focus on novel and innovative labs, and gaps in some biology topics. There is little description of student learning, but motivation and engagement are a primary concern of authors. There is little evidence of students addressing the nature of science in laboratories, and too few opportunities for authentic exploration of phenomena. We suggest that biology instruction can be strengthened by more rigorous practitioner research through increased professional collaboration between teachers and education researchers, increased focus on the synergy between content and teaching practice, and more rigor in reporting student outcomes.
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January 2015
Research Article|
January 01 2015
A Study of the Literature on Lab-Based Instruction in Biology
Gillian Puttick,
Gillian Puttick
1GILLIAN PUTTICK and BRIAN DRAYTON colead the Life Sciences Initiative at TERC, a nonprofit education R&D institution at 2067 Massachusetts Ave., Cambridge, MA 02140; e-mail: gilly_puttick@terc.edu and brian_drayton@terc.edu.
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Brian Drayton,
Brian Drayton
1GILLIAN PUTTICK and BRIAN DRAYTON colead the Life Sciences Initiative at TERC, a nonprofit education R&D institution at 2067 Massachusetts Ave., Cambridge, MA 02140; e-mail: gilly_puttick@terc.edu and brian_drayton@terc.edu.
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Eliza Cohen
Eliza Cohen
2ELIZA COHEN, soon to graduate from Brown University, is a Research Assistant; e-mail: eliza.dexter.cohen@gmail.com.
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The American Biology Teacher (2015) 77 (1): 12–18.
Citation
Gillian Puttick, Brian Drayton, Eliza Cohen; A Study of the Literature on Lab-Based Instruction in Biology. The American Biology Teacher 1 January 2015; 77 (1): 12–18. doi: https://doi.org/10.1525/abt.2015.77.1.3
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