Which Comes First: The Use of Computer Simulation of Frog Dissection or Conventional Dissection as Academic Exercise?

Autor/inn/en	Akpan, Joseph; Strayer, Jeremy
Titel	Which Comes First: The Use of Computer Simulation of Frog Dissection or Conventional Dissection as Academic Exercise?
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 29 (2010) 2, S.113-138 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Computer Simulation; Laboratory Procedures; Pretests Posttests; Science Instruction; Biology; Science Achievement; Student Attitudes; Hands on Science; Conventional Instruction; High School Students; Secondary School Science; Computer Uses in Education; School Attitudes; Scientific Attitudes; Computer Attitudes; Comparative Analysis; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Laboruntersuchung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computernutzung; Unterrichtserfolg
Abstract	Science educators and school administrators are reexamining the educational value of animal dissection in the nation's schools and are focusing on simulation as an instructional alternative. One implication of the debate is that simulations can lead to equivalent learning to hands-on dissection. The second implication is whether dissection is immoral or unethical. Recent research findings revealed that students who use simulation to dissect a frog outperformed those who dissected a frog conventionally. This research compared the achievement, attitudes toward dissection, computer, science and school between simulation conditions versus conventional conditions. Results of the study indicated that on the achievement test, both the computer simulation and the conventional dissection classrooms experienced statistically significant improvement from pretest to posttest. When comparing results across classes, the simulation class and the conventional did not have significantly different pretest means. However, the simulated dissection group significantly outperformed the conventional dissection group on the posttest. The conventional class had a significant drop in the attitude scores on the post test. (Contains 1 figure and 7 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10