Thus, teaching the vertebrate skeletal systems is possible without having to sacrifice animals. Since they can be made to look exactly like the true biological specimen, they can be easily and interestingly used in teaching the vertebrate skeletal systems. The imitations of skeletons made of this material are sturdy and can last for several years without degradation. Here we present a method to replicate the skeletal systems of various animals using a foam fibre material. However, with the growing concern regarding discontinuation of animal dissections and implementation of animal ethical rules in many countries, it is becoming increasingly difficult for the teaching fraternity to cover these topics in the classroom / laboratories. The traditional method of teaching skeletal systems has been through dissection of an animal to expose the various systems. Teaching and the study of the vertebrate skeletal systems is an integral part of any undergraduate / postgraduate animal sciences curricula. Results further indicated statistically significant correlations between self-efficacy and science learning value, self-efficacy and active learning strategies, self-efficacy and achievement goal, and self-efficacy and performance goal. There was no significant difference for the greenhouse effect concept in academic gains. While the control group and the experimental group both had academic gains, the control group experienced a statistically significant difference in gains on the density concept. Results indicated that there was no significant difference on science achievement between the traditional hands-on method and the computer-based simulation method. A variety of statistical analyses were utilized to measure science achievement, retention, and motivation. The participants in the study were 6th grade students attending a public middle school in suburban metro-Atlanta.
The study also sought to determine if either method had an impact on retention as well as motivation.
This study was conducted to investigate whether or not computer-based simulations had a greater impact on science achievement compared to traditional hands-on methods for middle school students in an on-level science course. The results of the study indicated that the V-Frog© provides a viable alternative to physical dissection that produces effective learning outcomes and may be appealing to teachers and students for a number of practical and/or ethical reasons.
However, it should be noted that with no additional instructional cost, students could repeat the virtual dissection to improve retention. Students did not show superior retention using V-Frog©. In the area of affect, survey results were fairly even between the two groups. Delayed posttest scores indicated there were no effects for treatment found. Scores on a posttest administered immediately following treatment indicated that the virtual group learned more than the physical group (p<.001). The study employed a pretest, posttest, delayed posttest design using the pretest as a covariate in the analysis of the posttest and delayed posttest.
#FROG DISSECTION POWERPOINT SOFTWARE#
Virtual dissections were done with V-Frog©, a virtual reality software application that allows users to work with a virtual specimen that can be cut and explored in ways that are therefore unique for each individual user. Subjects were secondary students enrolled in year-long life science classes in a suburban high school (N=102). The purpose of the present study was to examine and compare the effectiveness of virtual frog dissection using V-Frogs© and physical frog dissection on learning, retention, and affect.
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