EXAMINING HIGH SCHOOL ANATOMY AND PHYSIOLOGY TEACHER EXPERIENCE IN A CADAVER DISSECTION LABORATORY AND IMPACTS ON PRACTICE

Allison Mattheis, Debra Ingram, Murray S Jensen, Jon Jackson

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)535-559
Number of pages25
JournalInternational Journal of Science and Mathematics Education
Volume13
Issue number3
DOIs
StatePublished - Jun 1 2015

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Keywords

  • dissection
  • high school anatomy and physiology education
  • high school biology teaching
  • teacher professional development
  • university–school partnerships

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