Undergraduate lab courses–as currently constituted–are worse than worthless, because they give a grossly misleading picture of what it is like to actually pursue a scientific question in the lab. They are built around little technical demonstrations with a preordained outcome, and they give students the impression that being a scientist is boring, routine, and mechanical, rather than exciting, novel, and creative.
At my institution, the undergraduate cellular and molecular biology program has actually instituted lab courses that are based on the students being supervised in genuine discovery-based research projects devised by program faculty and related to ongoing work in their research laboratories. These are excellent, but they are extraordinarily time- and resource-intensive in comparison to the prepackaged demonstrations that are the norm.
And more generally, undergraduate science curricula tend to be overly focused on facts and theories at the expense of providing insight into the process of generating scientific knowledge. Of course, the former is much drier and more boring than the latter.