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Why do students continue to dissect animals in biology classes?
Why, despite the excellence of teaching resources for veterinary
and human medical education that substitute for dissection, do
those provided for pre-college students fall short in convenience,
flexibility, and coordination with the curriculum? Why Dissection?
Animal Use in Education looks beyond the typical yes-or-no debate
about dissection to understand how we came to our current practice
of dissection in intermediate and high school biology, even as
preparation of health professionals has moved away from dissection.
Despite the many forces that support the continued use of
dissection in pedagogy, teachers retain much autonomy in how they
teach in the classroom, and legislation in many states provide
specific requirements for what should and should not be taught in
separated science and health curricula, offering students the
option to not engage in dissection. Why Dissection? walks students,
teachers, and parents through these options to help them make more
informed choices regarding their science education options. Why
Dissection? covers the whole gamut of issues surrounding the use of
animals in science education: BLThe early history of dissection,
and the controversies in the development of science education and
dissection. Educational testing, national and state educational
standards, and the place of dissections Legislation and regulations
related to the use of animals and dissection in teaching The animal
used in teaching The volume includes information on the many
organizations who supply relevant information and materials on
dissection and teaching resources. Databases and other specialized
websites offered heresimplify the effort required for teachers to
identify promising resources and those that will become available
in the future.
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