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Importance of balancing learner and program control, and to the value of considering the teacher as a possible source of both Results also point to the motivation these students exhibit toward computer use, to the Learning experience for low-achieving Biology students when they are engaged in group cooperation and interaction and receiveĪdequate instructional preparation. Two dissected frogs will be used to complete the dissection. Lifelike physical models mean that the frog appears as it would in a real dissection allowing science teachers to feel good about substituting virtual reality for the real thing.
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You are now ready to begin your observations. The dissection experience is recreated to the finest detail so that they are a suitable substitute for the real thing in a classroom. Findings suggest that dissection can be a valuable The body cavities have been successfully opened. Student and teacher opinions were solicitedĪbout the different computer-based programs and the dissection laboratory. Interviews were used to determine how the teacher and students used two different computer-based instructional programs onįrog anatomy and dissection, and how students conducted a subsequent dissection. This article reports on a naturalistic study conducted with 24 low-achieving high school Biology students. Findings are discussed relative to their implications for educational practice and future research. All students reported a significant gain in dissection self-efficacy, but no between-group differences were found. Students in all groups evidenced little change in attitudes toward dissection. Students using the IVD simulation as preparation also learned more about frog anatomy and dissection procedures than those who dissected without preparation. On the preparation issue, it was found that students using the IVD simulation as a preparation performed a subsequent dissection more effectively than students receiving no preparation and more effectively than students viewing a videotape as preparation. On the substitution issue, findings suggest that the IVD simulation was at least as effective as actual dissection in promoting student learning of frog anatomy and dissection procedures. Sixty-one high school students enrolled in three general-ability high school biology classes participated in this research over a 4-day period. This research is an attempt to examine the performance, achievement, and attitudinal effects of a dissection alternative, an interactive videodiscbased (IVD) simulation, in two ways: as a substitute for dissection and as a preparatory tool used prior to dissection. Educators, administrators, and students are reevaluating the value of animal dissection in the classroom and are taking a careful look at instructional alternatives.