Miracle or Cruelty? The Sophomore Prospective Science Teachers’ Perspective of Chicken Embryonic Development

Demirhan, Eda

doi:10.1016/j.sbspro.2014.09.246

Cited by 5 publications

(5 citation statements)

References 35 publications

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“…In an American survey, 75–79% of the biology teachers questioned used dissection to teach biology in their classes, and only 31.4% believed that alternatives were as good as dissections because dissections foster methodological skills ( King et al , 2004 ). Demirhan (2014) showed that 75% of prospective science teachers preferred dissection to alternatives, even though dissection can cause negative feelings. Because dissection remains a valuable tool in teaching science, reducing negative emotions is important.…”

Section: Introductionmentioning

confidence: 99%

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

Randler

Demirhan

Wüst-Ackermann

et al. 2016

LSE

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Section: Introductionmentioning

confidence: 99%

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

Randler

Demirhan

Wüst-Ackermann

et al. 2016

LSE

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“…Each dissection sessions was supervised by researchers. Immediately after the participants had carried out the dissections in laboratory, the questionnaire which had been developed by one of the researcher [9] …”

Section: Methodsmentioning

confidence: 99%

“…In dissection tasks students can feel many different emotions such as disgust, anxiety, curiosity and so on at the same times. Demirhan [9] showed that 75% of the prospective science teachers preferred to do dissection even if it has alternatives and although dissection causes several negative emotions such as disgust, sad and fear. Emotion of anxiety and also disgust is more mentioned about studies of dissection.…”

Section: Introductionmentioning

confidence: 99%

The prospective science teachers’ perspectives of dissection experiments: Calf’s heart, fish and frog dissection

Beşoluk

Demirhan

2016

SHS Web of Conferences

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Abstract. This study aims to find out the sophomore prospective science teachers' cognitive emotional reactions, physiological-motor reactions with regard to a calf's heart, fish and frog dissection in biology laboratory experiments. Meanwhile to find out if they had a choice, they would prefer to do or not to do these dissections. In this study a phenomenological design was used which is involving a qualitative research method. The sample consisted of totally 43 (37 female and 6 male) sophomore prospective science teachers in 2013-2014 spring term. The data was collected with using of a questionnaire which was developed by one of the researcher. The data was analyzed through qualitative descriptive analysis. According to the results of the study, the prospective science teachers' cognitive emotional reactions were mainly categorized as positive and negative feelings. Positive feelings were curiosity, interest, excitement, enjoyable and pleasure and also negative feelings were disgust, displeasure, sad, stress and fear. Also five physiological-motor reactions were found. These were queasiness, trembling hands, loss of appetite, dizziness and dry mouth.

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“…Although virtual alternatives to dissection (e.g., computer simulations, virtual reality, demonstration videos) are thought to be as effective at teaching conceptual knowledge as are hands-on dissections (43)(44)(45)(46)(47)(48)(49), the virtual alternatives are inadequate if the aim is for students to develop practical skills (50)(51)(52)(53)(54). Furthermore, many biology educators prefer hands-on dissections to alternatives (55)(56)(57) because the dissections can improve students' attitudes toward science (58,59). For example, Lombardi and colleagues (60) found that undergraduate students who physically dissected an organ were three times more likely to strongly agree that "science is fun" compared to those who virtually dissected the organ, and students who did the physical dissection perceived that the activity was more "helpful to prepare for [their] future career" compared to those who did the virtual dissection.…”

Section: Introductionmentioning

confidence: 99%

Anatomical self-efficacy of undergraduate students improves during a fully online biology course with at-home dissections

Youngblood

Webb

Gin

et al. 2022

Advances in Physiology Education

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Student enrollments in online college courses have grown steadily over the past decade, and college administrators expect this trend to continue or accelerate. Despite the growing popularity of online education, one major critique in the sciences is that students are not trained in the hands-on skills they may need for the workforce, graduate school, or professional school. For example, the Association of American Medical Colleges has recommended that medical schools evaluate applicants on their motor skills and observation skills, yet many online biology programs do not offer opportunities for students to develop these skills. In on-campus biology programs, students commonly develop these skills through hands-on animal dissections, but educators have struggled with how to teach dissections in an online environment. We designed a fully online undergraduate biology course that includes at-home, hands-on dissections of eight vertebrate specimens. Over three course offerings, we evaluated changes in four student outcomes: anatomical self-efficacy, confidence in laboratory skills, perceptions of support, and concerns about dissections. Here, we describe how we implemented at-home dissections in the online course and show that students taking the course gained anatomical self-efficacy and confidence in multiple laboratory skills. Based on open-ended responses, the students perceived that their experiences with the at-home dissections facilitated these gains. These results demonstrate that at-home, hands-on laboratories are a viable approach for teaching practical skills to students in fully online courses. We encourage science instructors to introduce at-home laboratories into their online courses, and we provide recommendations for instructors interested in implementing at-home laboratories.

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Miracle or Cruelty? The Sophomore Prospective Science Teachers’ Perspective of Chicken Embryonic Development

Cited by 5 publications

References 35 publications

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

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

The prospective science teachers’ perspectives of dissection experiments: Calf’s heart, fish and frog dissection

Anatomical self-efficacy of undergraduate students improves during a fully online biology course with at-home dissections

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