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.
• It is illegal for you to bring vertebrates
(other than fish) caught in the wild into
your classroom.
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?
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
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
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.
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)?
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.
Recent History
• Many animal advocacy groups vocally
oppose dissection
e.g., PETA (www.peta.org)
Dissection Alternatives
• Low-tech
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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, computerdissection 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 2002 provides step-by-step dissection guidance
or replacement.
http://curry.edschool.virginia.edu/go/frog/Frog2/
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
Pragmatic Considerations
(Advantage: Dissection
Alternatives)
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Time
Costs
Student frustration
Procurement & disposal
Disadvantages of Dissection
Alternatives
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Technology concerns
Availability
Contextual learning
Realism
Dissecting skills
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?)
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?