There was no significant interaction between gender and achievement. There were significant differences found in achievement score means among the three ability levels. There were no significant differences found in achievement between the virtual and conventional dissection groups. Survey questionnaires were administered to the teachers after the dissection experiences were completed. Data were analyzed using matched pairs t-Tests, Analysis of Variance, Tukey HSD, and Squared Curvilinear Coefficients. A pretest of basic frog anatomy was administered to the students two days before and the posttest one day after their dissection experience. Approximately half of the student groups participated in a virtual On-line dissection, the other half in an actual laboratory dissection.
What were the perceptions of the teacher's using it? How does student achievement compare among three the different ability levels on a pre and posttest regarding basic frog anatomy? Is a virtual On-line dissection a suitable alternative for students who, for whatever reason, do not participate in the actual laboratory experience? The subjects consisted of 218 biology students among three different ability levels, in a Northeastern suburban high school.
The purpose of this study was to investigate how a virtual On-line frog dissection compares with an actual laboratory dissection. For a variety of reasons, performing an actual or conventional animal dissection may not be a desirable option. Alternatives to actual dissections have been developed in recent years. A number of states now have legal proceedings or statewide policies requiring that alternatives to the actual dissection of laboratory animal specimens be permitted in their school districts. Objections by students, based on religious or ethical grounds, have been raised regarding the dissections of animals in classroom laboratories. conventional laboratory dissection: A comparison of student achievement and teacher perceptions among honors, general ability, and foundations-level high school biology classesĭissecting animal specimens has long been a tradition in biology classes. Virtual dissections were done with V- Frog, a… Subjects were secondary students enrolled in year-long life science classes in a suburban high school (N=102). The purpose of the present study was to examine and compare the effectiveness of virtual frog dissection using V- Frog and physical frog dissection on learning, retention, and affect. Battaglia, Barbara Brophy, Keith Chugh, Kevin Honors for the Virtual Frog Dissection Kit Study Web The dissection kit received a StudyWeb award Frog Project | Virtual Frog Page last modified: 01/23/05 Contacts: Bill Johnston, David RobertsonĪ Comparison of V- Frog to Physical Frog DissectionĮRIC Educational Resources Information Center Honors for the Virtual Frog Dissection Kit You can interactively dissect a (digitized) frog named Fluffy, and play the Virtual Frog animals other than the frog that have a computer-graphics based virtual dissection page. Virtual Frog Dissection Kit This award-winning interactive program is part of the "Whole Frog " project.
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