Dissection reconsidered: A reaction to de Villiers and Monk's 'The first cut is the deepest'

Barbara Hug

doi:10.1080/00220270500061182

Dissection reconsidered: A reaction to de Villiers and Monk's 'The first cut is the deepest'

Research output: Contribution to journal › Comment/debate › peer-review

Abstract

Educators need to think about pedagogical as well as ethical issues when asking if dissection has a role in contemporary K-12 science education. I consider some arguments for and against dissection as a way to teach students the biological concepts of form and function.

Original language	English (US)
Pages (from-to)	601-606
Number of pages	6
Journal	Journal of Curriculum Studies
Volume	37
Issue number	5
DOIs	https://doi.org/10.1080/00220270500061182
State	Published - Sep 2005
Externally published	Yes

Keywords

Anatomy
Biology
Dissection
Laboratory animals
Laboratory procedures
Science instruction

ASJC Scopus subject areas

Education

Online availability

10.1080/00220270500061182

Library availability

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abstract = "Educators need to think about pedagogical as well as ethical issues when asking if dissection has a role in contemporary K-12 science education. I consider some arguments for and against dissection as a way to teach students the biological concepts of form and function.",

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Dissection reconsidered: A reaction to de Villiers and Monk's 'The first cut is the deepest'

Abstract

Keywords

ASJC Scopus subject areas

Online availability

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