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Why dissection is a dying art in schools
Last updated at 00:07am on 25.05.07Generations of biology pupils have learned the marvels of nature by dissecting specimens ranging from rabbits to worms.
But the skill is dying out in schools because of health and safety red tape, concerns over animal welfare and pupil squeamishness.
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Dissection is a dying art in schools in part because of health and safety red tape
A survey by the Institute of Biology shows that 85 per cent of teachers believe dissections are far less common in schools than 20 years ago.
The packed curriculum and lack of funding are partly blamed for the decline, but 22 per cent of respondents cited confusion over health and safety regulations and 28 per cent said many students were too squeamish to carry out dissections.
Twelve per cent reported pressure from parents – and even other teachers – not to use animal material in class while 14 per cent cited pressure from students themselves.
For some teachers, dissections are too dangerous because disruptive pupils could harm others with scalpels and scissors.
The rise of interactive whiteboards, which allow pupils to view images on screen, has led some staff to show children 'virtual' dissections instead.
However, an overwhelming majority of the 220 teachers who took part in the survey are convinced dissections are valuable and enhance pupils' understanding.
Neil Roscoe, head of education at the institute, said that teachers may be playing safe.
"There is a certain level of discipline and behaviour required because the pupils are using very sharp implements," he said.
"Also, it appears to be going out of fashion. Pupils are more aware of issues around vivisection and the animal testing debate, particularly students of that age.
"Some may be vegetarians and very much aware of these issues."
The threat to dissection has been intensified by a lack of specialist teachers. Graduates in other sciences, such as physics and chemistry, are now allowed to take biology lessons.
Reader views (7)
Here's a sample of the latest views published.
thats retarded....your an EIGHTH grade science teacher and your getting them to dissect squids already? we had to wait till everyone is around 16 and 17 years old to dissect anything and there is still controversy as to whether it is an appropriate age or not. are you even aloud to do that? and you said that virtual dissection is better suited for younger ages! how much younger can they get? most of them are thirteen and some are twelve! ugh... americans.....
- A.A, Canada
Personally, I think dissection is one of the best ways for a student,like myself, to learn about each of the systems. I dissected a rat last year in grade 11(university course). I thought it was a very effective way of teaching about the anatomy of the body. I learned a lot. Time wasn't really a problem. The dissection took place in the last week of classes before exams and we had already gone through all of the material in the textbook. The things that I was struggling with before the dissection were understood by the end of it. I did very well on my exam because of the dissection. It helped me remember things because it was so hands on. I mean, learning about the organs and systems in the body is really hard without learning it with an actual visual of what's going on. Pictures and diagrams help but, it's nothing like the real thing!
Yes, there is a tendency for people to be immature...But, come on! There are people who want to learn. From experience, I've noticed that it's the teacher's attitude that makes the students act the way they do. My teacher went through the rules before the dissection and kept them up on the board. He also kept reminding us of the respect we should have for the animal being dissected. Sounds pathetic, but it made us realize that it had a life too. We behaved quite well.
I think we should dissect something else in my grade 12 biology class this semester! It's an experience that I'll always remember!
- F. Autumn, Banff, Canada
Although dissection may be interesting, it takes up a great deal of time, and the time investment is not worth the payoff in student learning. This year, instead of dissection fetal pigs in Anatomy, we will be using pieces of glycerinated muscle tissue, where the students can actually add reagents, including ATP, to watch muscle contraction. We will be dissecting various organs, i.e. sheep hearts.
- Donna, Kansas City, USA
I am an 8th grade Earth science teacher. Part of our curriculum is studying the ocean. It is during this unit that I love to bring in fresh squid to dissect and them make calamari with. For many students this is the first time they have had a chance to get up close and personal with an organism. I do not require that everyone touch the squid during the dissection, but I do require that everyone participates - even if that means they just watch their lab partners. I think that it is beneficial to see what real organs and body systems look like. I have never had a problem with the "health and safety" issues. After we complete the dissection, the students gut and clean their squid, then we dip it into batter and deep fry it. The kids love it! At the beginning of each school year, my new students always ask if they are going to get to dissect, too. The 8th grade science department has a reputation for having fun, with this activity as one of the main reasons. I think that virtual dissection is fine for younger children, but older children can benefit from actual dissection. As for the students who are "animal lovers" and think that dissection is a cruel act, I just try and make them understand that we did not kill the squid to dissect them. They are caught for food, a common item eaten in many cultures. f someone really has an issue, I will allow them to opt out of the dissection, but they have to do an equivalent activity.
- Megan Johnson, Yorkville, USA
I am a Biology teacher and I find that the students are too immature and unwilling to take the time to learn the structures via dissection. They have been spoiled by "instant gratification" with a computer and think that they can get done quicker by looking at pictures in books. Also, my students "play around" with the material instead of remaining on task. I use dissection rarely and ONLY as a reward towards the end of the year. Did I mention that I teach mostly juniors and seniors?
- K. Torrence, Ohio, USA
It is an unfortunate fact that life and health sciences education has traditionally involved dissection or experimentation on living animals. Countless animals have lost their lives in attempts to teach practical skills and demonstrate scientific principles which have, in most cases, been established for decades. However, at the start of the 21st century, many thousands of humane educational alternatives now exist. These include computer simulations, videos, plasticised specimens, ethically-sourced cadavers (obtained from animals that have died naturally, in accidents, or been euthanased for medical reasons), models, diagrams, self-experimentation, and supervised clinical experiences.
At least 33 papers sourced from the biomedical and educational literature, covering all educational levels and disciplines, have described studies comparing the ability of humane alternatives to impart knowledge or clinical or surgical skills. 39.4% (13/33) demonstrated that alternative students achieved superior learning outcomes, or achieved equivalent results more quickly, allowing time for additional learning. 51.5% (17/33) demonstrated equivalent educational efficacy, and only 9.1% (3/33) demonstrated inferior educational efficacy of humane alternatives. There is clearly no excuse for harming animals for educational purposes, and students and teachers who refuse to do so are ethical, not squeamish.
- Andrew Knight Bsc., Bvms, Certaw, Mrcvs, London, UK
I can see an argument for dissection in higher education but I don't think it serves any purpose at school level, especially at GCSE, for which pupils have had no say in studying the subject - I worry about animal welfare issues and also it must be very distressing for the kids. Luckily, my school didn't do dissections but I had a biology teacher who one day turned up with a lung and whipped it out without warning us - and was surprised when several of us darted for the door! Especially in a girls' school, as this was, you've got to expect people to be ill at the sight. I'm 30 now and I still can't watch anything involving blood, no matter how interesting I find it in principle.
- Suzanne, London
