Dissection Survey, 3/2004
Total responses so far:
749
Which
grade level do you teach?
Response
|
Percent
|
Count
|
| high school
|
54.9%
|
411 |
| middle school
|
38.3%
|
287 |
| other
|
5.5%
|
41 |
Do you think dissection
activities are an important part of science learning?
Response
|
Percent
|
Count
|
| yes
|
79.8%
|
598 |
| no
|
16.6%
|
124 |
| no opinion
|
2.0%
|
15 |
Do your classroom lessons
include dissection activities with animal specimens?
Response
|
Percent
|
Count
|
| yes
|
75.2%
|
563 |
| no
|
23.2%
|
174 |
If you answered yes
to Question 3, please answer questions a-e.
Do your students do full
or partial dissections?
Response
|
Percent
|
Count
|
| full
|
34.4%
|
258 |
| both
|
25.4%
|
190 |
| partial
|
15.5%
|
116 |
In which subjects do you
offer dissection activities? (Check all that apply.)
life science
Response
|
Percent
|
Count
|
| checked
|
28.0%
|
210 |
general science
Response
|
Percent
|
Count
|
| checked
|
10.1%
|
76 |
biology
Response
|
Percent
|
Count
|
| checked
|
43.9%
|
329 |
advanced biology
Response
|
Percent
|
Count
|
| checked
|
21.2%
|
159 |
anatomy/physiology
Response
|
Percent
|
Count
|
| checked
|
22.8%
|
171 |
Has the frequency of your dissection
activities changed over the past 5 years?
Response
|
Percent
|
Count
|
| stayed the same
|
44.3%
|
332 |
| decreased
|
22.4%
|
168 |
| increased
|
10.4%
|
78 |
If they have decreased, why?
(Check all that apply.)
lack of budget to purchase dissection specimens
Response
|
Percent
|
Count
|
| checked
|
14.0%
|
105 |
availability of good quality
alternatives and simulations
Response
|
Percent
|
Count
|
| checked
|
3.5%
|
26 |
personal preference
Response
|
Percent
|
Count
|
| checked
|
6.5%
|
49 |
pressure to decrease dissection
activities
Response
|
Percent
|
Count
|
| checked
|
3.9%
|
29 |
activities do not match state
or national standards
Response
|
Percent
|
Count
|
| checked
|
6.7%
|
50 |
don’t feel dissection activities
significantly increase student learning
Response
|
Percent
|
Count
|
| checked
|
5.1%
|
38 |
other
Response
|
Percent
|
Count
|
| checked
|
4.7%
|
35 |
How would you characterize
the number of students who in the past year have asked to be excused from dissection
activities?
Response
|
Percent
|
Count
|
| very few
|
44.2%
|
331 |
| none
|
25.6%
|
192 |
| some
|
5.7%
|
43 |
| many
|
1.2%
|
9 |
If you do not
use animal dissection activities, why? (Check all that apply.)
lack of funds to purchase dissection specimens
Response
|
Percent
|
Count
|
| checked
|
7.6%
|
57 |
limited availability of quality
alternatives and simulations
Response
|
Percent
|
Count
|
| checked
|
2.7%
|
20 |
personal preference
Response
|
Percent
|
Count
|
| checked
|
10.1%
|
76 |
pressure to eliminate dissection
activities
Response
|
Percent
|
Count
|
| checked
|
1.9%
|
14 |
activities do not match state
or national standards
Response
|
Percent
|
Count
|
| checked
|
6.9%
|
52 |
don’t feel dissection activities
significantly increase student learning
Response
|
Percent
|
Count
|
| checked
|
12.8%
|
96 |
other
Response
|
Percent
|
Count
|
| checked
|
9.3%
|
70 |
Do alternative dissection options,
such as simulations, meet your educational goals?
Response
|
Percent
|
Count
|
| no
|
48.1%
|
360 |
| yes
|
34.7%
|
260 |
| no opinion
|
14.4%
|
108 |