Chairperson, Graduate Committee: Peggy Taylor.Brown, Deborah Louise2013-06-252013-06-252011https://scholarworks.montana.edu/handle/1/983Students enjoy doing labs in biology. However, too often the labs are prearranged cookbook labs where students follow detailed directions blindly without understanding lab concepts or purposes. This research was designed to increase student understanding of biological concepts through the use of frequent inquiry activities. In an effort to help students remember the importance and application of the lab, three self-reflection questions were included at the end of each activity: "What did I do? What did I see? What did I learn?" Pretests and post-tests were used to measure performance as well as formative assessments, surveys, and interviews. While quiz scores did not improve as a result of the treatment, student attitude towards science and labs became more positive.enInquiry-based learningBiologyProfessional PaperCopyright 2011 by Deborah Louise Brown