This article from BioScience discusses studies conducted by Northern Arizona University and the University of Montana that were designed to improve biological literacy among education majors. The study highlights the importance of active, inquiry-based learning. Included in this article are instructions presented to students for effective interactions in cooperative groups and the types of responses expected from students, strategies for managing cooperative groups in a dynamic atmosphere in a large enrollment lecture course, an example of questions used in a learning cycle lecture on photosynthesis, and students' responses to focus interview questions and course evaluations from those enrolled in both the experimental and traditional lecture course designs.
