The Use of Organisms in Secondary Science Education

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The Use of Organisms in Secondary Science
Education
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Dealing with Live organisms

• Check district school policies prior to
  bringing critters into the class.
• Inquire about student allergies.
• Model and reinforce proper handling and care of
  organisms.
• It is illegal for you to bring vertebrates (other
  than fish) caught in the wild into your classroom.

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Issues to consider if you choose to have animals
in your classroom

• What happens to the animals over breaks?
• How will you handle student mistreatment of the
  animals?
• What are the consequences of an animal escaping?
• Who will pay for food and supplies?
• What will you do if a student is injured?

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With all of these issues, why bother keeping
animals?

• Important lessons regarding stewardship.
• Increases student interest and investment in
  science.
• Improves student performance.
• Reflects the nature of biology
• Biology is about life so a biology classroom has
  to have living things otherwise, its not
  biology H.S. bio teacher

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A word on microorganisms

• Before culturing microorganisms
• Review school and district policy
• Establish procedures against exposure
• Consider disposal options
• Autoclave
• Pressure Cooker
• 10 bleach solution 24 hrs

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• Should dissections be used in life science
  education?
• OR
• Should we kill animals for high school science?
• Pedagogical ethical considerations
• Source material
• De Villiers, R., Monk, M. (2005). J. Curriculum
  Studies, 37, 583-600.
• Hug, B. (2005). J. Curriculum Studies, 601-606.

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Discussion Questions

• What are the benefits of dissection?
• Is there a contradiction in the proposal to kill
  and cut-up animals to study life?
• What may be the unintended messages of dissection
  (hidden curriculum)?

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History of Dissection

• Dissection dates back at least to Aristotles
  work on embryology.
• 1540 Vesalius (one of the most noted anatomists)
  benefited from a Papal decision to allow
  dissections of the bodies of sinners condemned
  to hell.
• Early 1900s Dissection becomes standard part of
  science education (not just medical training).
• 1980s Mounting pressure to use dissection
  alternatives.

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Recent History

• Many animal advocacy groups vocally oppose
  dissection
• e.g., PETA (www.peta.org)

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Dissection Alternatives

• Low-tech
• Preserved specimens
• Books
• Charts
• Slides/pictures
• 3-D Anatomical models

• High-tech
• Video
• Online Activity
• Computer Simulations

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Dissection simulations

•  DissectionWorks comprises five interactive,
  computer-dissection simulations, including those
  of a frog, crayfish, perch, and fetal pig.
  www.scienceclass.com
• The Digital Frog is a fully interactive CD-ROM
  that allows students to explore the frog through
  three seamlessly linked modulesdissection,
  anatomy, and ecology. www.digitalfrog.com
• Body Works offers a fascinating computer program
  that explores the bodys systems, structure, and
  functions. www.denoyer.com
• CatLab is a fully interactive, multimedia
  dissection of a cat. www.itgworld.com
• Froguts is an online dissection of a frog using
  Flash 5 and recycled frogs. www.froguts.com
• Net frog 2002 provides step-by-step dissection
  guidance or replacement. http//curry.edschool.vi
  rginia.edu/go/frog/Frog2/

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What does the research say re dissections
alternatives?

• Not an overwhelming research base
• Summary conclusions
• Students perform equally well on declarative
  knowledge assessments
• Guided learning (video or simulations) prior to
  dissection enhances student learning and
  decreases student frustration
• Interactive experiences (dissection or
  simulation) benefit from self-pacing

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Pragmatic Considerations (Advantage Dissection
Alternatives)

• Time
• Costs
• Student frustration
• Procurement disposal

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Disadvantages of Dissection Alternatives

• Technology concerns
• Availability
• Contextual learning
• Realism
• Dissecting skills

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Ethical Considerations

• Argument of necessity (Do we need to do
  dissections for desired pedagogical outcomes?)
• Religious arguments (Desecration of a once-living
  body)
• Rights argument (Do humans have the right to kill
  animals?)

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Questions every teacher considering dissection or
alternatives should ask

• Can dissection foster disrespect for life?
• Can dissection increase student interest in
  science?
• How should ethical issues raised by handled?
• If you choose dissection, what kind of policy
  should you have for conscientious objectors?