Biology curriculum developments of the last decade have emphasized the importance of laboratory instruction in the learning environment. Not only do most students enjoy laboratory work but it provides them with an opportunity to make first hand observations, manipulate equipment, collect data, organize data, and draw their own conclusions concerning this information. One teaching strategy for laboratory instruction developed by the Biological Sciences Curriculum Study (BSCS) creates a setting in which a question can be formulated that may be answered as a result of laboratory work. Special instruction is given for specific laboratory techniques and skills when necessary but major emphasis is directed toward solving a problem or answering a question. The student then performs the laboratory investigation by making observations, collecting data, and interpreting results to obtain answers to the question. There is evidence to suggest that laboratory experiences should be designed as problem solving experiences, and should be directed toward specified learning outcomes (Ramsey and Howe, 1969)
