Re‐examining the practice of dissection: What does it teach?

Abstract

Contemporary science standards stress the importance of highlighting inquiry in the science classroom as one way of learning key concepts. One critical question that needs to be addressed for a range of instructional practices is how opportunities to learn are conceptualized so that students can engage and learn the critical ideas and practices necessary to become scientifically literate. Here I position the ethically-contested practice of dissection as one instructional practice that needs to be examined in order to see if the learning environment that is created when teachers and students engage in dissection is one that allows students to practice a meaningful science. I argue that the pedagogical value in dissection may not be worth the ethical compromises that surround it.Dissection: The methodical cutting up of an animal or a plant, for the purpose of displaying its internal structure (Oxford English Dictionary).

Death discussion in science read‐alouds: Cognitive, sociolinguistic, and moral processes

“…Overall there is a dearth of systematic analytical examination of elementary students' encounters with death and dying in science classrooms. The limited literature currently available suggests that, unlike older biology students who are commonly provided with firsthand and hands‐on experiences with death such as animal dissections (Dev & Walker, ; De Villiers & Monk, ; Franklin, Peat, & Lewis, ; Holstermann, Grube, & Bögeholz, ; Hug, , ; Weinstein & Broda, ), elementary pupils rarely experience such direct encounters. Indeed, when such encounters do happen at the lower‐grade levels, they are often accidental (e.g., the unexpected passing of a pet), hands‐off, and indirect (e.g., limited to discussion and symbolic representations of death such as drawings, photos, texts).…”

Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study

“…Still, several researchers claimed that dissection is a waste of animal life ( DeRosa, 1986 ) and can lead to psychological trauma in students ( DeRosa, 1986 ). In addition, ethical and environmental concerns surrounding the killing of animals ( People for the Ethical Treatment of Animals, 2004 ) and ignoring animal welfare standards ( Bishop and Nolen, 2001 ; Hug, 2008 ; Oakley, 2009 ) create a controversy. Virtual alternatives (such as virtual dissection simulations, three-dimensional models, palatinate specimens, videos, etc.)…”

Perceived Disgust and Personal Experiences are Associated with Acceptance of Dissections in Schools

“…Some authors argue that animal dissections are controversial in pedagogical practise (e.g. Oakley 2012) due to ethical and environmental concerns regarding the killing the animals (PETA 2004) and ignoring of animal welfare standards (Bishop & Nolen 2001, Hug 2008, Oakley 2009. A result, a debate over alternatives to dissection, such as various anatomical models (real or virtual), has started (Fowler and Brosius 1968, Balcombe 2001, Predavec 2001, Franklin et al 2002, De Villiers & Monk 2005, Khalil et al 2005, Maloney 2005, DeHoff et al 2011).…”