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ERIC Number: EJ1059640
Record Type: Journal
Publication Date: 2015-Jun
Pages: 25
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1571-0068
Examining High School Anatomy and Physiology Teacher Experience in a Cadaver Dissection Laboratory and Impacts on Practice
Mattheis, Allison; Ingram, Debra; Jensen, Murray S.; Jackson, Jon
International Journal of Science and Mathematics Education, v13 n3 p535-559 Jun 2015
This article describes the results of a study that investigated the experiences of a group of high school anatomy and physiology teachers who participated in a cadaver dissection laboratory workshop organized through a university-school partnership. Teacher feedback was collected before, during, and after the workshop through pre-arrival surveys, open-ended written responses to questions during the experience, focus group interviews with teachers, and follow-up surveys and meetings. Two evaluation specialists also attended and engaged in participant observation during the dissection experience. Using an interpretive qualitative approach, data were analyzed and coded for emergent themes. These findings are presented along with first-person narrative description of the experience from teachers' perspectives. This article contextualizes this initiative relative to hands-on learning of anatomy and physiology, secondary science teacher professional development, and instructional improvement. Results of this study support the positive impact of such experiences on instructor content understanding and outcomes for classroom practice. Specific changes to teacher behavior and dissection instruction following the workshop and ongoing professional development efforts are reported.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A