1. Tech Pack in Action: Analyzing a Scenario
Chapter 3 Activity 4
Tech Pack in Action: Analyzing a Scenario

2. Frog Dissection: Virtual Simulations
Ms. Francisco: trying to integrate the use of technology into her classroom-specifically virtual frog dissection.
AIM: to avoid students objecting on ethical grounds and general intolerance to formaldehyde
AIM: Engaging females in science

3. Tech pack components:
What is known:
What must be learned:
Technology
How to use/download apps for IPad
PD on simulations
Virtual Dissections
Digital Frog Software
V-Frog online simulations
IPad app-frog dissections
Applying for a proposal
Pedagogy
Anatomy content and how to assess her students results based on her comparative correlations between frog and human anatomy
How to teach using the IPad and other virtual simulations w/ curriculum outcomes. How will she assess or know whether they’ve learned?
Content
Comparative anatomy concepts (frog vs. human)
Assessing/ providing research re: Gr. 9 female science engagement pre and post virtual simulations
-investigate whether the simulation software covers the content to the extent of real dissections

4. Some logistical issues Ms
Some logistical issues Ms. Francisco must overcome to implement these new strategies:
Proving her teaching techniques are innovative; writing a persuasive proposal
How will she prove that any of the lessons will appeal and aid females in scientific study?

5. Our Research:
“The use of dissections within biology courses, is controversial, leading teachers and students to reconsider the value of these procedures in the classroom. Typical alternatives to using live animals for dissection are, 3D models, videotapes of experiments, self experimentation and computer simulations. Based on our experience over the past ten years, these options appear to fulfill the majority of objectives required for dissection… but when students are offered an alternative to dissection using models and charts, there was no significant difference in their written examination results, compared to students who completed the dissection hands on.” (Downie & Meadows, 1995).

6. Bibliography
Downie, R., & Meadows, J. (1995). Experience with a dissection opt-out scheme in university level biology. Journal of Biological Education 29(3). June 28th 2012.

7. Presented by:
Group 7 & 8: Jen Nicholson, Susan Holden, Julie Stewart, Eric McIntyre, Mark Lloyd, Huguette Poirier