Analyzes nine high school biology manuals to determine how well they promote the basic and integrated science process skills that are involved in scientific inquiry. Results indicate that the manuals seldom enable students to use their knowledge and experience to pose questions, solve problems, investigate natural phenomena, or construct answers…

Compares a broad cross-section of high school biology laboratory manuals with respect to several standard features as well as the degree to which they engage students in scientific inquiry. Discusses comparisons with respect to topics contained in the manuals, types of activities, lab exercises, and features of activities. (JRH)