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Jennifer Watson, 11th grade Kenwood SHS, Baltimore September 2002. The Baltimore Sun , September 26, 2002:. Diane Goldian, Principal, Kenwood SHS: "We have the CD ready to go, we have our plans in place, and we can deliver a good program.”
Kenwood SHS, Baltimore
Diane Goldian, Principal, Kenwood SHS:
"We have the CD ready to go, we have our plans in place, and we can deliver a good program.”
Douglas Neilson, chief communications officer, Baltimore County Public Schools:
"The school system will make sure that biology and anatomy teachers systemwide know they must offer a choice. And every student in Kenwood High's anatomy class will be given the option of using the CD-ROM.”
“The University recognises that some students may have a conscientious belief which is in conflict with teaching and/or assessment practices in one or more units in which they enrol. The University shall endeavour to make reasonable accommodations to meet such beliefs.”
“… Murdoch was in a position to and should aim to conduct teaching that does not require animals to be killed specifically for this purpose by 2005.”
Murdoch’s first alternative veterinary surgical program: 2 students granted alternatives to all the terminal surgeries - involving experience assisting with surgery and anesthesia in private clinics and animal shelters, and sterilizations of shelter animals. They gained 5 times as much surgical and anesthetic experience as their classmates, and performed 21 spays (female sterilizations).
At least 28 studies covering all levels of education have demonstrated the superior or equivalent efficacy of alternative methods in imparting knowledge or clinical or surgical skills:
Balcombe, J. Accessed August 16th 1999. Comparative studies of dissection and other uses of animals in education. Online via www.hsus.org, Animals in Research, Animals in Education.
High school students who watched films of animal dissections (earthworm, crayfish, frog, perch) demonstrated greater factual knowledge of these animals than did students who performed dissections on them.
2. Kinzie, M.B., R. Strauss & J. Foss. 1993. The effects of an interactive dissection simulation on the performance and achievement of high school biology students. Journal of Research in Science Teaching 30(8): 989–1000.
Findings suggest that an interactive videodisc was at least as effective as actual dissection in promoting high school student learning of frog anatomy and dissection procedures.
Post-test scores were equivalent for high school students who dissected earthworms and those who received a classroom lecture on earthworm anatomy.
4. McCollum, T.L. 1987. The effect of animal dissections on student acquisition of knowledge of and attitudes toward the animals dissected. Unpublished Doctoral Dissertation, University of Cincinnati.
Approximately 175 high school biology students taught frog structure, function, and adaptation via lecture performed better on a post-test than did approximately 175 high school biology students taught by doing a frog dissection.
Two groups of high school students performed equally on a test following either animal dissection or interactive videodisc simulation.
University of Illinois veterinary students, 1999, re: learning benefits of terminal first year physiology laboratories:
"It was difficult to get any great understanding of physiology because we worried most of the time about not having our dog bleed to death or die of anesthetic overdose before the experiment was over. In the end, what I learned about physiology (cardiology and respiratory physiology) I taught myself from the notes."
“… most of us were too preoccupied with having to kill the dog that physiology wasn't concentrated on …”
“Nothing that was covered in those labs could not have been learned from a demo, or a video. The guilt I felt for participating outweighed all beneficial aspects of the experience.”
“During one lab, my group accidentally killed our dog with anesthesia overdose because of lack of experience and the impatient ill-given advice of a professor. The experience overshadowed the benefit gained by the first lab.”
Conclusions: 59 % believed the non-survival animal physiology labs were not "worth the resources used". Only 20 % felt they gained "great benefit" in their understanding of physiology from the laboratories.
California, Florida, Illinois, Louisiana, Maine, New York, Pennsylvania, Rhode Island.
Costs of laboratory animals:
Typical biology department over a three year period:
Fetal pig alternatives: ScienceWorks Dissection Works: Fetal Pig CD ROM (same CD as for frog), Ward's Fetal Pig Model, Ward's Fetal Pig Dissection Video
Cat alternatives: Neotek's 3D Cat Laboratory CD ROM, Ward's Pregnant Cat Model, Ward's Cat Dissection Video
Dogfish alternatives: The Media Center Dogfish Video, Ward's Pregnant Shark Model, Pictorial Anatomy of the Dogfish
Dissection costs: $11,239
Alternatives costs: 7,574
Cost saving of alternatives: 3,665
(Cadaver prices: WARD's Biology Catalog 2002)