BOOK REVIEWS

A study conducted with 15 teachers and their classes in two Western Australian high schools indicated that laboratory activities are perceived by a majority of teachers and students as an effective means of learning science. However, laboratory activities were not presented on a regular basis in most classes and appeared to have low status compared to activities that emphasized science content. The laboratory activities were of a cookbook type with most emphasis being directed to data collecting. Few opportunities were provided for students to plan investigations or to interpret data.

The amount of time scheduled for laboratory activities was dependent on the topic being taught, the ability level of the students, the presence of disruptive students, the use of non‐science classrooms, large class sizes, and a perception of insufficient time because of the amount of content to be covered. Several of the problems observed in laboratory activities were attributable to a management style which enabled students to be slow to get started and for off‐task behaviour to increase towards the end of each lesson. Also, the rule structure was different in laboratory activities in the sense that student movement and behaviour was not as strictly controlled as in other activities. Students appeared to have at least two agendas, to get the job done and to interact socially with others. In most instances the cognitive demands of the activities were such that both agendas could be realized.

The results of the study have implications for the manner in which teachers plan and implement laboratory activities and for in‐service and pre‐service programmes designed to improve and sustain the quality of science teaching.