![]() Science teacher organizations support curricula that teach respect for animal life and include dissection. Secondary science classroom dissections: Informing policy by evaluating cognitive outcomes and exploring affective outcomesĪnimal protection organizations claim that dissection is pedagogically unsound and that it will cause students to lose respect for non-human animals. If that department's goals include: Being at the forefront of new technology, increasing time management, increasing student: teacher ratio for economic reasons, and/or ethical issues, then Therefore, the decision of which method to employ should be based on the goals and preferences of the instructor(s) and the department. These results, along with the majority of prior studies, show that the two methods produce, for the most part, the same end results. However, with the exception of specimen questions ( on which the traditional group retained significantly more information), there was no significant difference in the retention from exam 1 to exam 2 between the two groups. The traditional dissection group scored significantly higher on two of the three sections, as well as the total score on the initial exam. Two weeks later, unannounced, the groups took the same exam in order to test retention. Immediately after the dissections were completed, each group was given an examination consisting of questions on actual specimens, pictures generated from the computer software, and illustrations that neither group had seen. The other group performed a virtual frog dissection, using "The Digital Frog 2" software. One group performed a traditional frog dissection, making cuts in an actual preserved frog specimen with scalpels and scissors. Two groups of college students currently enrolled in an introductory level college biology course were given one hour to complete a frog dissection. However, none of those studies examined retention of information past the initial test of knowledge. Most prior research indicated the two methods produced equal results. However, in recent years, ethical concerns, as well as improved technology, have brought to the forefront the issue of whether virtual dissection is as effective or whether it is more effective than traditional dissection. virtual dissectionĭissection has always played a crucial role in biology and anatomy courses at all levels of education. The findings of this study provide evidence for the importance of multiple types of hands-on activities in anatomy laboratory courses.Ī comparison of retention of anatomical knowledge in an introductory college biology course: Traditional dissection vs. Students who performed organ dissections were more likely than the other treatment groups to agree with the statement that "science is fun," suggesting that organ dissections may promote positive attitudes toward science. On attitude surveys, organ dissections had higher perceived value and were requested for inclusion in curricula twice as often as any other activity. On the followup exam, when asked anatomy questions, students in the plastic model group scored higher than dissection students and virtual dissection students. Students in the plastic model group scored higher than students who performed organ dissections on physiology questions. On the initial exam, students in the plastic model and organ dissection treatments scored higher on anatomy questions than students who performed virtual dissections. Students who used plastic models achieved significantly higher overall scores on both the initial and followup exams than students who performed organ or virtual dissections. Immediately after the lesson and then 2 mo later, students were tested on anatomy and physiology knowledge and completed an attitude survey. Each group received a 15-min lecture followed by a 45-min activity with one of the treatments. ![]() College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or plastic models). This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. Lombardi, Sara A Hicks, Reimi E Thompson, Katerina V Marbach-Ad, Gili Starting date for following statisticsĪre all hands-on activities equally effective? Effect of using plastic models, organ dissections, and virtual dissections on student learning and perceptions. Whole Frog Project and Virtual Frog Dissection Statistics Note that this under-represents the bytes requested.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |