Neil Huben

Animal Dissections Foster Positive Attitudes Toward STEM
Neil Huben, BS and Marie Barnard, PhD

April 15, 2016
6th Annual GSC Research Day Symposium

University of Mississippi
INTRODUCTION
Background
The National Academy of Sciences has developed several long-term goals for
STEM education in the U.S.1
These goals include:
Increasing the number of students who pursue advanced degrees and careers
in STEM fields.
Increasing the participation of women and minorities in STEM fields.
Fostering positive attitudes toward STEM
INTRODUCTION
Animal Dissections
In a study by Oakley (2012), 78% of teachers (N = 74) expressed that animal

dissections are an exciting, one-of-a-kind experience that interests students and
promotes desire for further studies in biology.2
Although animal dissections are a controversial pedagogical practice, they may

be a powerful tool for helping students increase their interest in studying STEM,
especially science and healthcare.
It is clear that the majority of teachers believe that animal dissections foster
positive dispositions toward STEM. But, what do students think?
INTRODUCTION
Purpose
The purpose of the current study was to explore students perceived impact of
performing animal dissections on their interest in learning about science and
careers in healthcare.
METHODS
Demographics
Students enrolled in Human A&P at Clarksdale High School.
See Table 1.
Table 1: Demographics of study participants.
Number
Age
Gender
Grade
103
17-19 Yrs
55% F, 45% M
12th
METHODS
Survey Design
Eight-statement survey.
Five-point Likert response scale (Figure 1).
(1) Performing dissections has increased my interest in learning about science.

strongly agree
agree
neutral
disagree
strongly disagree
Figure 1: Example of survey statement with Likert response scale.
METHODS
Animal Dissections
Prior to taking the survey, the participants had completed 8 dissections.
WARNING:
the following slides contain photographs of the dissections
METHODS
Animal Dissections
Suturing Sheep Tongues
METHODS
Animal Dissections
Grassfrog Dissection
METHODS
Animal Dissections
Cow Eyeball Dissection
METHODS
Animal Dissections
Sheep Brain Dissection
METHODS
Animal Dissections
Artificial Pediatric Bowel Resection
METHODS
Animal Dissections
Sheep Lung Dissection
METHODS
Animal Dissections
Heart Transplantation Project
METHODS
Animal Dissections
Comparative Anatomy Dissection
METHODS
Survey Protocol
Prior to taking the survey, the participants received the following directions:
The following survey contains eight statements with which some people agree
and others disagree.
Please rate how much you personally agree or disagree with these statements
by circling the response that best reflects how you feel or think personally.
When you are finished, place your survey in the manila envelope at the front
of the room.
METHODS
Data Analysis
Responses were categorized into three groups.

Strongly Agree or Agree
Neutral
Strongly Disagree or Disagree
Data was analyzed for percent (%) responses.
RESULTS
Percent (%) Responses
Reported in Table 2 and Table 3.
Table 2: Percent (%) responses to survey statements 1-4.

Survey Statement
SA or A*
Neutral
SD or D*
(1) Dissections make learning anatomy more fun.
87%
11%
2%
(2) Dissections are a great way to learn about anatomy.
91%
7%
2%
(3) Performing dissections has increased my interest in learning about

science.
82%
14%
4%

68%
27%
5%
*Note: SA = Strongly Agree, A = Agree, SD = Strongly Disagree, D = Disagree
RESULTS

Survey Statement
SA or A*
Neutral
SD or D*
87%
11%
2%
91%
7%
2%

science.
82%
14%
4%

68%
27%
5%
RESULTS

Survey Statement
SA or A*
Neutral
SD or D*
87%
11%
2%
91%
7%
2%

science.
82%
14%
4%

68%
27%
5%
RESULTS

Survey Statement
SA or A*
Neutral
SD or D*
87%
11%
2%
91%
7%
2%
(3) Performing dissections has increased my interest in learning

about science.
82%
14%
4%

68%
27%
5%
RESULTS

Survey Statement
SA or A*
Neutral
SD or D*
87%
11%
2%
91%
7%
2%

science.
82%
14%
4%
(4) Performing dissections has increased my interest in learning

about careers in healthcare.
68%
27%
5%
RESULTS

Survey Statement
SA or A*
Neutral
SD or D*
(5) I wish we performed more dissections in my human anatomy and

physiology class.
83%
14%
3%
(6) I am more likely to talk with my family about what I did in science
class on days that I performed a dissection.
70%
22%
8%
(7) I am more likely to talk with my friends about what I did in

science class on days that I performed a dissection.
69%
26%
5%
(8) I learn a lot about anatomy when I perform a dissection?
82%
16%
2%
RESULTS

Survey Statement
SA or A*
Neutral
SD or D*
(5) I wish we performed more dissections in my human anatomy

and physiology class.
83%
14%
3%
70%
22%
8%

69%
26%
5%
82%
16%
2%
RESULTS

Survey Statement
SA or A*
Neutral
SD or D*

physiology class.
83%
14%
3%
(6) I am more likely to talk with my family about what I did in

70%
22%
8%

69%
26%
5%
82%
16%
2%
RESULTS

Survey Statement
SA or A*
Neutral
SD or D*

physiology class.
83%
14%
3%
70%
22%
8%

69%
26%
5%
82%
16%
2%
RESULTS

Survey Statement
SA or A*
Neutral
SD or D*

physiology class.
83%
14%
3%
70%
22%
8%

69%
26%
5%
82%
16%
2%
DISCUSSION
Conclusions
The majority of students agree that performing animal dissections:

1. makes learning anatomy more fun,
2. that it makes them more likely to talk about science with their family and
friends, and
3. that it has increased their interest in learning about science and careers in
healthcare.
REFERENCES
1. National Research Council. (2011). Successful K-12 STEM Education: Identifying
Effective Approaches in Science, Technology, Engineering, and Mathematics.
Washington, DC: The National Academies Press.
2. Oakley, J. (2012). Science teachers and the dissection debate: Perspectives on animal
dissection and alternatives. International Journal of Environmental and Science
Education. 7(2): 253-267.
THANK YOU
Dr. Marie Barnard

School of Education, UM
Dr. Joe Sweeney

School of Education, UM
Dr. Manika Kemp

Clarksdale High School
Human A&P Students

Clarksdale High School

Neil Huben, BS and Marie Barnard, PhD
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Animal Dissections Foster Positive Attitudes Toward STEM

Neil Huben, BS and Marie Barnard, PhD

6th Annual GSC Research Day Symposium

These goals include:

Increasing the participation of women and minorities in STEM fields.

Fostering positive attitudes toward STEM

In a study by Oakley (2012), 78% of teachers (N = 74) expressed that animal

Although animal dissections are a controversial pedagogical practice, they may

Students enrolled in Human A&P at Clarksdale High School.

Five-point Likert response scale (Figure 1).

(1) Performing dissections has increased my interest in learning about science.

Figure 1: Example of survey statement with Likert response scale.

Prior to taking the survey, the participants had completed 8 dissections.

Prior to taking the survey, the participants had completed 8 dissections.

Suturing Sheep Tongues

Prior to taking the survey, the participants had completed 8 dissections.

Prior to taking the survey, the participants had completed 8 dissections.

Cow Eyeball Dissection

Prior to taking the survey, the participants had completed 8 dissections.

Sheep Brain Dissection

Prior to taking the survey, the participants had completed 8 dissections.

Artificial Pediatric Bowel Resection

Prior to taking the survey, the participants had completed 8 dissections.

Sheep Lung Dissection

Prior to taking the survey, the participants had completed 8 dissections.

Heart Transplantation Project

Prior to taking the survey, the participants had completed 8 dissections.

Comparative Anatomy Dissection

Responses were categorized into three groups.

Data was analyzed for percent (%) responses.

Reported in Table 2 and Table 3.

Table 2: Percent (%) responses to survey statements 1-4.

(1) Dissections make learning anatomy more fun.

(2) Dissections are a great way to learn about anatomy.

(3) Performing dissections has increased my interest in learning about

(4) Performing dissections has increased my interest in learning about

*Note: SA = Strongly Agree, A = Agree, SD = Strongly Disagree, D = Disagree

Reported in Table 2 and Table 3.

Table 2: Percent (%) responses to survey statements 1-4.

(1) Dissections make learning anatomy more fun.

(2) Dissections are a great way to learn about anatomy.

(3) Performing dissections has increased my interest in learning about

(4) Performing dissections has increased my interest in learning about

*Note: SA = Strongly Agree, A = Agree, SD = Strongly Disagree, D = Disagree

Reported in Table 2 and Table 3.

Table 2: Percent (%) responses to survey statements 1-4.

(1) Dissections make learning anatomy more fun.

(2) Dissections are a great way to learn about anatomy.

(3) Performing dissections has increased my interest in learning about

(4) Performing dissections has increased my interest in learning about

*Note: SA = Strongly Agree, A = Agree, SD = Strongly Disagree, D = Disagree

Reported in Table 2 and Table 3.

Table 2: Percent (%) responses to survey statements 1-4.

(1) Dissections make learning anatomy more fun.

(2) Dissections are a great way to learn about anatomy.

(3) Performing dissections has increased my interest in learning

(4) Performing dissections has increased my interest in learning about

*Note: SA = Strongly Agree, A = Agree, SD = Strongly Disagree, D = Disagree

Reported in Table 2 and Table 3.

Table 2: Percent (%) responses to survey statements 1-4.

(1) Dissections make learning anatomy more fun.

(2) Dissections are a great way to learn about anatomy.