Individual 3-D organ views and informationĭissection tools like pins, marker, scissors, scalpel, and forcepsĭetailed labels, information on frog classification, lifecycle, and organ functionsĪnatomical comparison of human and frog organs This is an excellent use of touch-driven educational activity that also happens to be odorless and environmentally sensitive.
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Frogs have been a long time model of understanding the function, position and relative size of organs, tissues, and systems. Once a student exposes the virtual organs, a simple click brings up a window that features a fully "spinnable" computer-generated image of the organ as well as an informative description.Įveryone is curious what the lies beyond the skin. Users can then follow the step-by-step instructions (with voice-over) that help them insert pins where needed and use a marker, scissors, scalpel and forceps to remove the frog's skin. Launch the app, and an upside-down frog appears on a blue field.
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Virtual frog dissection worksheet software#
In addition to works in the fields mentioned above and case studies of exemplary implementations, the journal publishes reviews of books, videotapes, software and relevant products to help reach our common goal: excellence in science education.The frog dissection app should help win the day for those out to save the frogs. Recognizing technology's growing role in both the understanding and development of science and in the delivery of information, the journal includes technology as a component of science education. Topics fall under the categories of disciplinary (e.g., biology, chemistry, physics, mathematics, computer science, and engineering), technological (e.g., computer, video, audio, and print), or organizational (e.g., legislation, administration, implementation, and teacher enhancement). The journal publishes a broad range of papers covering theory and practice in order to facilitate future efforts of individuals and groups involved in the field.
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The Journal of Science Education and Technology is an international and interdisciplinary forum for both invited and contributed peer reviewed articles that advance science education at all levels. The genders did not differ in achievement, but males were more favorable towards dissection and computers than were females. Students' attitudes toward the use of animals for dissection did not change significantly from pretest to posttest and did not interact with treatment. Results of the study indicated that students receiving SBD performed significantly better than students receiving DBS or DO on both actual dissection and knowledge of the anatomy and morphology.
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There were three experimental conditions: simulation before dissection (SBD) dissection before simulation (DBS) or dissection-only (DO). This study examined the prior use of simulation of frog dissection in improving students' actual dissection performance and learning of frog anatomy and morphology. One intriguing previous finding was that use of an interactive videodisc dissection facilitated performance on a subsequent actual dissection. Simulation has been proposed as a way of dealing with this issue. Science teachers, school administrators, educators, and the scientific community are faced with ethical controversies over animal dissection in classrooms.