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W 200

  1. 1. To Dissect or Not to Dissect
  2. 2. Where Am I? <ul><li>Alternatives Methods of Dissection </li></ul><ul><li>Slides 3-5 </li></ul><ul><li>The Case Against Dissection </li></ul><ul><li>Slides 6-8 </li></ul><ul><li>Responsible Use of Live Animals </li></ul><ul><li>Slides 9-11 </li></ul><ul><li>Conclusion </li></ul><ul><li>Slide 12 </li></ul>
  3. 3. Alternatives to Animal Dissection in the Classroom Click above to view article <ul><li>The article discusses alternatives </li></ul><ul><li>To live animal dissection, such as dissection </li></ul><ul><li>Activities that are done on the computer. </li></ul><ul><li>Some teachers believe that only real animals </li></ul><ul><li>Can provide full educational benefits of internal anatomy. </li></ul><ul><li>They do think that the virtual dissection does make a nice supplement to live dissection. </li></ul>
  4. 4. Summary <ul><li>Animal Rights advocates have been trying to get the use of live animals outlawed. </li></ul><ul><li>Some states have put laws in place that require the school to let the student know if dissection is part of the course. </li></ul><ul><li>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 </li></ul><ul><li>Orlans, F. Barbara. &quot;The Case Against 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 </li></ul>
  5. 5. My Opinion! <ul><li>I agree that the students should have the option of real dissection or a simulation </li></ul><ul><li>I also think that the simulations are great, but I don’t think they can provide quite the experience as an actual dissection. </li></ul><ul><li>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. </li></ul>
  6. 6. The Case for Dissection <ul><li>Hands on Experience </li></ul><ul><li>Confirmation for all the things previously taught to the students </li></ul><ul><li>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. </li></ul>
  7. 7. A little More <ul><li>Most teachers consider dissection a vital part of their course </li></ul><ul><li>Any animal being dissected should be treated respectfully. </li></ul><ul><li>Endangered species should never be used </li></ul><ul><li>Even if the student feels squeamish about the dissection they should try it, we are always nervous about doing something for the first time </li></ul><ul><li>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> </li></ul>
  8. 8. Personal Reflection <ul><li>I completely agree that dissection provides a great hands on experience. </li></ul><ul><li>I also agree that endangered species should never be used and I am sure they are not. </li></ul><ul><li>Even if you love animals, you are not just being cutting them up like a savage, you are </li></ul>
  9. 9. NSTA’s Stance on Dissection Click to see article <ul><li>The NSTA is the National Science Teachers Association </li></ul><ul><li>They support the use of animal dissection. </li></ul><ul><li>Though they support dissection they also encourage teachers to be aware of students beliefs. </li></ul><ul><li>They also say that if a teacher decides to use live dissection an alternative activity </li></ul>
  10. 10. The benefits of Live dissection <ul><li>The NSTA lists Three plus sides of live dissection </li></ul><ul><ul><li>1. Develop skills of observation </li></ul></ul><ul><ul><li>2. Witness the unique structure and processes of specific organisms. </li></ul></ul><ul><ul><li>3. Develop an appreciation for the complexity of life </li></ul></ul><ul><ul><li>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. </li></ul></ul><ul><ul><li>. </li></ul></ul>
  11. 11. I Think. <ul><li>I agree with the NSTA that live animals are great. </li></ul><ul><li>But with new technology available students do not have to use live animals. </li></ul><ul><li>Dissection technology offers a one time fee versus buying animals each time. </li></ul><ul><li>Also eliminates the dangers of student injury with sharp tools. </li></ul>
  12. 12. In Conclusion <ul><li>With the technology available students that do not want to dissect live animals now have a viable alternative. </li></ul><ul><li>Computer dissection games may not provide quite the experience but they do offer a fun and educational alternative. </li></ul>