| Abstract: | The purpose of this research was to survey the quantity and quality of laboratory work conducted by 11th- and 12th-grade biology students in British Columbia high schools to analyze student performance on laboratory-based questions on provincial examinations, and to examine the curriculum for recommended laboratory work. A pilot survey was used to produce a valid survey instrument that identified teachers' use of laboratory activities. Examination and curriculum data were extracted from Ministry of Education documents. The frequency of laboratory work was low, with quantitative activities much less frequent than qualitative. Laboratory exercises were confirmatory rather than investigative. Critical thinking and hypotheses formulation were seldom expected of the students. Many teachers reported that they infrequently or never used laboratory simulations or computer-based data collection. Although laboratories were equipped adequately, teachers claimed that the curriculum and provincial examination limited the scope for an inquiry-based course. Provincial examination results indicated that the frequency and type of laboratory work had no effect on scores on lab-based questions. Analysis of the laboratory activities recommended in the syllabus revealed that fewer laboratory activities were being conducted than are recommended in the curriculum guide outline. This study indicates that while the current philosophy of many biology teachers supports an investigative learning experience, little change in classroom practice has occurred in British Columbia schools. |
