Dissection As An Instructional Technique In School
Based on a study of retrospective data concerning high school dissection, this study examined the role of dissection in the teaching of secondary biology and environmental science and found that such experience often leads to long-lasting negative feelings about dissection.
The dissection of animals with the purpose of studying anatomy has been used for centuries in science education with the purposes of providing students with an understanding of the process of scientific inquiry, the acquisition of skills for work in science and technology, and the development of a sensitivity about science and its influence on societal issues and values.
For the purposes of this study, undergraduate students at an Ontario university completed a questionnaire including material exploring the use of dissection and its alternative at the high school level. Of the 191 students who completed the survey, 88% had carried out dissection in high school. Further, 11% enrolled in such course because it would involve dissection.
Dissection was a compulsory component of courses for 69% of respondents, 6% said it was voluntary in some courses but compulsory in others, and 19% said it was entirely voluntary. The most commonly used species for dissection were invertebrates, amphibians, and some mammals.
As the result of their experience, many students reported long-lasting negative feelings about dissection. However, not all negative feeling stemmed from ethical opinions, some noted feelings of “squeamishness” as well.