Your SlideShare is downloading. ×
W 200
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

W 200

307
views

Published on

Published in: Education, Technology

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
307
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. To Dissect or Not to Dissect
  • 2. Where Am I?
    • Alternatives Methods of Dissection
    • Slides 3-5
    • The Case Against Dissection
    • Slides 6-8
    • Responsible Use of Live Animals
    • Slides 9-11
    • Conclusion
    • Slide 12
  • 3. Alternatives to Animal Dissection in the Classroom Click above to view article
    • The article discusses alternatives
    • To live animal dissection, such as dissection
    • Activities that are done on the computer.
    • Some teachers believe that only real animals
    • Can provide full educational benefits of internal anatomy.
    • They do think that the virtual dissection does make a nice supplement to live dissection.
  • 4. Summary
    • Animal Rights advocates have been trying to get the use of live animals outlawed.
    • Some states have put laws in place that require the school to let the student know if dissection is part of the course.
    • One teacher is fine with students opting out of live dissection in a basic biology class, but in higher classes such as anatomy, he wants his students to experience dissecting a live animal
    • Orlans, F. Barbara. "The Case Against Dissection." Opposing Viewpoints: Animal Rights . Ed. Andrew Harnack. San Diego: Greenhaven Press, 1996. Opposing Viewpoints Resource Center . Gale. UNIV LIBRARY AT IUPUI. 20 Apr. 2009 http://find.galegroup.com.proxy.ulib.iupui.edu
  • 5. My Opinion!
    • I agree that the students should have the option of real dissection or a simulation
    • I also think that the simulations are great, but I don’t think they can provide quite the experience as an actual dissection.
    • I think especially in higher classes it is important for students to dissect a live animal since they may go into a medical or scientific field.
  • 6. The Case for Dissection
    • Hands on Experience
    • Confirmation for all the things previously taught to the students
    • Real life experience, they may be able to pass a simulation but if they go into the medical field they will not be doing surgery on a computer.
  • 7. A little More
    • Most teachers consider dissection a vital part of their course
    • Any animal being dissected should be treated respectfully.
    • Endangered species should never be used
    • Even if the student feels squeamish about the dissection they should try it, we are always nervous about doing something for the first time
    • Offner, Susan. &quot;The Case for Dissection.&quot; Opposing Viewpoints: Animal Rights . Ed. Andrew Harnack. San Diego: Greenhaven Press, 1996. Opposing Viewpoints Resource Center . Gale. UNIV LIBRARY AT IUPUI. 20 Apr. 2009 <http://find.galegroup.com.proxy.ulib.iupui.edu>
  • 8. Personal Reflection
    • I completely agree that dissection provides a great hands on experience.
    • I also agree that endangered species should never be used and I am sure they are not.
    • Even if you love animals, you are not just being cutting them up like a savage, you are
  • 9. NSTA’s Stance on Dissection Click to see article
    • The NSTA is the National Science Teachers Association
    • They support the use of animal dissection.
    • Though they support dissection they also encourage teachers to be aware of students beliefs.
    • They also say that if a teacher decides to use live dissection an alternative activity
  • 10. The benefits of Live dissection
    • The NSTA lists Three plus sides of live dissection
      • 1. Develop skills of observation
      • 2. Witness the unique structure and processes of specific organisms.
      • 3. Develop an appreciation for the complexity of life
      • Texley, J., T. Kwan, and J. Summers. National Science Teachers Association. 2004. Investigating safely; A guide for high school teachers . Arlington, VA: NSTA Press 20 April, 2009.
      • .
  • 11. I Think.
    • I agree with the NSTA that live animals are great.
    • But with new technology available students do not have to use live animals.
    • Dissection technology offers a one time fee versus buying animals each time.
    • Also eliminates the dangers of student injury with sharp tools.
  • 12. In Conclusion
    • With the technology available students that do not want to dissect live animals now have a viable alternative.
    • Computer dissection games may not provide quite the experience but they do offer a fun and educational alternative.