Over the past several decades, we have seen the development, implementation, and evaluation of three generations of high school science curricula: (a) content science-oriented, (b) inquiry-oriented, and (c) problem-oriented (see Lazarowitz 2007). These generational movements are accompanied by changes in science content knowledge, pedagogical content knowledge, textbooks, and modes of teacher instruction. Each of these changes had implications for the nature of laboratory work and the way in which lab work is reported by students.
To illustrate the nature of these changes and their impact on laboratory reports, I describe three generations of biology curricula in Israeli schools.
Lab exercises are quite popular in teaching science. Teachers have numerous goals in mind when teaching science laboratories. Nevertheless, empirical research draws a heterogeneous picture of the benefits of lab work. Research has shown that it does not necessarily contribute to the enhancement of practical abilities or content knowledge. Lab activities are frequently based on recipe-like, step-by-step instructions ("cookbook style"), which do not motivate students to engage cognitively. Consequently, students put the emphasis on "task completion" or "manipulating equipment."