One of the largest responsibilities of botanists to their science should be in the field of teaching. If the importance of botany in the curricula of colleges and universities is to be maintained then it is obligatory to study teaching problems critically, and to undertake periodic objective evaluations of teaching methods, practices, and procedures. Graduate students are prospective teachers who will assume responsibility for providing basic training in plant science. Since many gain their first teaching experience as assistants, introductory botany should be well taught in order to imbue them with the proper attitudes and skills requisite to their profession. For many college students, the ·introductory course affords the only contact with the science of botany. It is imperative that the experience be worthwhile and educationally enriching. Thus, this study was undertaken by questionnaire to gain an insight into the problems of teaching introductory botany in state supported institutions.
Proceedings of the Iowa Academy of Science
©1957 Iowa Academy of Science, Inc.
Adansi, M. A.
"Introductory Botany in State Supported Institutions,"
Proceedings of the Iowa Academy of Science, 64(1), 218-234.
Available at: https://scholarworks.uni.edu/pias/vol64/iss1/27