To address the problems of ineffective entry-level science courses and inadequate preparation for pre-college science teachers, introductory environmental science laboratory courses are being developed that utilize investigative procedures and provides experiences for undergraduates interested in science education. In the investigative laboratory students work collaboratively in groups of 8-10 to identify a research question, develop and carry out the protocol necessary to answer the question, analyze and interpret the data, and communicate their results both orally and in writing to a general audience. Each group is led by a student from the upper-level science education course, who also receives instruction on teaching science methodology, leadership skills, and strategies to stimulate enthusiasm for scientific inquiry. The goals of this project are to 1) introduce the excitement of scientific inquiry in an entry-level science course, 2) develop a model to integrate entry-level science courses with upper- level courses on science education, and 3) better prepare precollege teachers to teach the methods of scientific inquiry.
