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The Use of Organisms in Secondary Science Education

The Use of Organisms in Secondary Science Education. 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.

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The Use of Organisms in Secondary Science Education

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  1. The Use of Organisms in Secondary Science Education

  2. 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.

  3. 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?

  4. 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, it’s not biology” – H.S. bio teacher

  5. 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

  6. 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.

  7. 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)?

  8. History of Dissection • Dissection dates back at least to Aristotle’s 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.

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

  10. Low-tech Preserved specimens Books Charts Slides/pictures 3-D Anatomical models High-tech Video Online Activity Computer Simulations Dissection Alternatives

  11. 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 modules—dissection, anatomy, and ecology. www.digitalfrog.com • Body Works offers a fascinating computer program that explores the body’s 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 2002provides step-by-step dissection guidance or replacement. http://curry.edschool.virginia.edu/go/frog/Frog2/

  12. 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

  13. Pragmatic Considerations (Advantage: Dissection Alternatives) • Time • Costs • Student frustration • Procurement & disposal

  14. Disadvantages of Dissection Alternatives • Technology concerns • Availability • Contextual learning • Realism • Dissecting skills

  15. 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?)

  16. 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?

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