Can Virtual Dissection Replace Traditional Hands-on Dissection in School Biology Laboratory Work?

Abstract

With the advent of computers virtual dissection was recognized as a plausible option for the replacement of hands-on dissection. Based on survey data collected from 489 Czech Biology teachers it was revealed that teachers value positively both variants of dissection, even more, differences are small or even negligible. Differences on motivation scale toward both variants are small or negligible too. From the answers based on motivation scale, we can construct a ghost teacher as someone who recognizes both alternatives of dissections as interesting, and even pleasant and fun activities. However, dissection should be performed as mostly as self-regulated activities with perceived benefits for the students as the dominant incentive, while not recognizing activity as important. The differences exist both between the acceptability of different kind of organisms for hands-on and virtual dissection, and in the actual school practice. In the long term perspective is cohabitation of both variants most probable.

Technology Empowerment in Learning: Student Perspective Study on Virtual Laboratory to Support Independent Learning in Independent Campus

“…Biology teachers and prospective biology teachers are equally motivated by hands-on activities and virtual dissection on the subject of Anatomy [12]. Virlab has a proportional effect on knowledge, skills, attitudes, achievement, involvement, motivation, and innovation [11].…”

Persepsi Mahasiswa terhadap Penggunaan Virtual Laboratory dalam Pembelajaran Biologi Molekuler

“…Hasil analisis data angket menunjukkan sebanyak 96% mahasiswa menyatakan termotivasi dan 4% yang lainnya tidak termotivasi, artinya kebanyakan mahasiswa termotivasi dengan penggunaan virlab. Temuan ini sejalan dengan hasil penelitian Havlíčková, et al (2018) Berbeda dengan hasil penelitian Špernjak dan Šorgo, (2017) yang menemukan bahwa dari tiga jenis kerja laboratorium, maka virlab paling tidak disukai oleh mahasiswa.…”

Predictive Power of Biology Teacher’s Self-Efficacy on Acceptability and Application of Virtual and Hands-on Dissections

“…When educators want to show internal structures to their students, they cannot rely on verbal-textual presentations but must choose one of the alternatives to visualize the objects of interest. The presentations can alternate between teaching with the help of pictures, multimedia presentations, models, preserved specimens, hands-on dissection of real specimens and, more recently, with the use of computer-based interactive virtual laboratories (Havlíčková et al, 2018b). Each teaching tool has its advantages and disadvantages, and teachers must seek a balance between them when searching for the most beneficial teaching method.…”

“…Recently, the greatest potential for replacing traditional hands-on dissection has been attributed to virtual and interactive computer-based alternatives (Havlíčková & Bílek, 2015;Havlíčková et al, 2018b). In addition to ethical reasons, the most commonly reported advantages of virtual interactive dissection are lower cost, independence of time and place, the possibility of immediate feedback, simplification of natural complexity (Balcombe, 2000;Volf, 2012), and the possibility of dealing with normally inaccessible animal species and their internal parts (Havlíčková et al, 2018b). Swan and O'Donnell (2009) report that virtual dissection can simulate objects and processes that are difficult to explain or show during instruction, which promotes critical thinking and analysis during the lesson (Kuech et al, 2003).…”

“…Hands-on dissection and its alternative can be done as a demonstration by the teacher or as individual or group work by the students. Both approaches have advantages and disadvantages and, as shown in the study by Havlíčková et al (2018b), Czech teachers prefer dissection as an individual, hands-on activity carried out by their students to demonstrations. The reason for their preference for active engagement in dissection as individual or group work is most likely their desire to provide students with first-hand experience and fear of failure when using digital alternatives.…”