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well documented. keep up the post!
Its quite interesting!
really nice article. vigrx
There are a few benefits in both cases ....one cannot completely go without the other !
I believe that all students should have the option of not participating in animal dissections. I'm a vegetarian and a firm believer in animal rights. There are many different alternatives to animal dissections.
Vivisection and/or dissection is cruel and unnecessary. Computer simulations (as well as physical models) offer a much more complete lesson, both in the biology of the animal, and in the realm of ethics.
In addition, while some students may proceed with the "ethical" instructions on how to experiment with the animals (ridiculous), invariably there will be students who delight in cruelty and pain. Either way, continuing this barbaric teaching method is archaic and counter productive.
When we teach children that it is acceptable to do what we please with those weaker than us, what lesson will they carry through to the rest of their lives?
I think that taking into consideration the type of learner one is working with could determine the efficacy of using either real life or simulated dissection. They both have their merits in the correct context.
Stutents need both hands on and the media to accomplish learning the skills needed in the science arena...how many scientist have you met that have not expierienced hands on learning? Most students have a higher success rate with hands on learning because everything they are learning seems to come together wit the hands on expieriences.
In some cases observing the live animal is preferable to dissection. I have my students observe live earthworms using a biocular scope and they can see the blood running through the dorsal blood vessel of the worms. Also I have brought in live frogs, have fish in the fish tank to observe. I learned fish dissection by cleaning fish that we caught out of the lake, we always opened the stomach to see what they were eating so we could adjust the bait we used.