To Dissect

Akpan, J.P. & Andre T. (1999). The Effect of a Prior Dissection Simulation on Middle School Students’ Dissection Performance and Understanding of the Anatomy and Morphology of the Frog. 8(2): 107–121.

 

 

Cross, T.R. & Cross, V.E. (2004). Scalpel or Mouse? A Statistical Comparison of Real & Virtual Frog Dissections. 66(6): 408-411.

 

 

 

Kariuki, P. & Paulson, R. (2001). The Effects of Computer Animated Dissection Versus Preserved Animal Dissection on the Student Achievement in a High School Biology Class. ERIC Digest. 1-19.

 

 

Maloney, R.S. (2005) Exploring virtual fetal pig dissection as a learning tool for female high school biology students. 11:6, 591-603.

 

 

 

Marszalek, C.S. & Lockard, J. (1999). Which Way to Jump: Conventional Frog Dissection, CD-Tutorial, or Microworld? 281–294.

 

 

 

Montgomery, L. (2008). A Comparison of the Effectiveness of Virtual and Traditional Dissection on Learning Frog Anatomy in High School. . 1-176.

 

 

 

Oakley, J. (2011). Cutting Edge Controversy: The Politics of Animal Dissection and Responses to Student Objection. 1-271.

 

 

 

Oakley, J. (2012). Science Teachers and the Dissection Debate: Perspectives on Animal Dissection and Alternatives. International Journal of Environmental & Science Education. 7(2): 253-267.

 

 

 

Ontario Ministry of Education. (2008). Science. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/science.html