Lists 101 sound reasons why every biology teacher should consider adopting cooperative learning in the classroom. (Contains 74 references.) (ASK)

Human Biology courses are typically offered for non-biology majors who, like students in high school biology courses, have varying degrees of motivation and background. The primary focus is on explaining the biology behind human health and disease, but human ecology, human evolution, and human genetics may also be covered. Hence, Human Biology…

Describes a method for teaching biology that includes more investigative exercises that foster an environment for cooperative learning in introductory laboratories that focus on vertebrates. Fosters collaborative learning by facilitating interaction between students as they become experts on their representative vertebrate structures. (SAH)

Introduces the Electronic Cooperative Quiz (ECQ) program which aims to investigate the implementation of cooperative quizzes to the World Wide Web. Describes the creation and design of the program and evaluates the two different methods used with students. (YDS)

Describes an investigation on plant nutrition that was developed in the form of a guided inquiry learning cycle and can be implemented in a wide range of grade levels from middle school through college. Investigates the needs of plants to live. (Contains 17 references.) (YDS)

Presents an investigative study in an introductory college-level microbiology course in which students work in teams to assess the bacteriological safety of a vermicompost facility on campus. (SOE)

Describes a cooperative learning project that taps into students' energy, enthusiasm, and creativity to present information to the class about a disease. (ASK)

Describes a strategy to incorporate the theme of cooperative learning into the format of graded examinations. (JRH)

Describes a cooperative-learning exercise to develop students' observation skills in preparation for the study of histology in a human anatomy course. (WRM)

Argues that active learning is the way to engage students in learning biology. Discusses the use of constructivism in biology instruction, resistance to cooperative learning, creating constructivist-based activities, and grading cooperative activities. Contains 18 references. (DDR)

Presents an activity that teaches macroscopic bone anatomy, muscle anatomy, and the creation of movement through model building that encourages cooperative learning and inquiry. (ASK)

Describes a cooperative, interactive problem-solving exercise for studying eukaryotic cell structure and function. Highlights the dynamic aspects of movement through the cell. Contains 15 references. (WRM)

Describes a simulation exercise designed to illustrate the influence of founder effects, genetic drift, and gene flow. Also presents strategies for using cooperative learning in large lecture settings. (WRM)

Presents three science activities for the first week of class that use the cooperative learning approach and computers. Requires students to create a web page to introduce group members. (YDS)

Describes a laboratory protocol using clinical veterinary data that teaches the cognitive, analytical, communication, and interpersonal skills necessary for students in a biology core laboratory course. (WRM)