![]() ![]() The detailed videos of a dissection seem to offer similar positive emotional experiences when compared to dissecting in class and may be an alternative approach when teachers have concerns about performing a real dissection. The anatomical model was perceived as less disgusting but more boring than the dissection. We found that dissecting and watching a video led to a similar level of interest, well-being, and boredom. Two hundred and eighteen students ( M age = 14.19, SD age = 1.02 years, 52% female) from secondary schools in Germany participated in a two-hour lesson on the anatomy of the mammalian eye using one of the three aforementioned teaching methods.įindings: Our results show that perceived disgust was higher for the dissection group than in the ones that worked with a video or a model. The focus of the comparison is on the influence on the following emotional qualities of experience: perceived disgust, perceived interest, well-being and boredom. Methods: In this study, the method of dissection is compared with two common methods of teaching the anatomy of the mammalian eye: watching a video and working with an anatomical model. Consequently, alternatives for dissection in biology lessons are being sought. Experiencing disgust can negatively affect emotional experiences. One such emotion that is particularly common during dissection is disgust. However, the dissection process is often associated with certain (negative) emotions that might hinder successful learning. Introduction: Dissecting animal organs is a method of biology teaching that offers a direct and authentic view into morphological structures and enables hands-on activity and multisensory experiences. 3Faculty of Mathematics and Natural Sciences, Institute for Biology Education, University of Cologne, Cologne, Germany.2BiProfessional, Bielefeld University, Bielefeld, Germany.1Faculty of Biology, Biology Didactics, Bielefeld University, Bielefeld, Germany.These tubes help equalize pressure.Lisa-Maria Kaiser 1 * †, Sabrina Polte 1 †, Tim Kirchhoff 1,2, Nadine Großmann 3 and Matthias Wilde 1 These are openings to the Eustachian tubes, leading to the tympanic membranes. Two openings can be seen on the lateral sides of the mouth’s roof.The fine maxillary teeth line the upper jaw and the two prominent vomerine teeth are found behind the mid-region of the upper jaw. The esophagus leads to the stomach, and the glottis to the lungs. Identify the glottis and the opening to the esophagus. ![]() Cut through the jaw joints on each side of the mouth and open the mouth wide.The cloacal opening, or anus, is the single exit from the urinary, reproductive, and digestive systems. Locate the cloaca at the specimen’s posterior end.In a living frog, this membrane is clear. This is the frog’s third eyelid, the nictitating membrane. Notice the cloudy eyelid attached at the bottom of each eye. Posterior to the eyes are round tympanic membranes, the frog’s external sound receptors.Find the 2 external nares at the head’s tip.Each hind limb is divided into a thigh, lower leg, and foot. Observe that each forelimb is divided into an upper arm, forearm, and hand. The frog is a tetrapod, meaning that it possesses 4 limbs for locomotion. Notice the appendages developed for a terrestrial life.Obtain a preserved frog and place it on your dissecting tray, dorsal surface up.
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