Information Resources for Animal Welfare and Alternatives :Pre-College Science Education |
INTRODUCTION The greatest advances for alternatives have been achieved in the area of education. Although no comprehensive statistics have been kept on the numbers of animals used in education at any level, observers note a precipitous decline in the use of animals. At the same time, tools to improve or enhance the learning process have been developed. Many of these tools were created at North American veterinary schools, and those tools offer their advantages -- individualized, convenient, available for 24-hour access, nontoxic, reuseable, economic -- to other learning situations.
This resource guide is intended for those who wish to pursue the following issues. It is a brief guide to recent literature with hints on finding additional literature.
The UC Center for Animal Alternatives has also published a guide to information resources for animal welfare and alternatives in higher education, which cites additional organizations and publications. We invite your suggestions for addition and corrections to these guides.alternatives to animal use in the classroom appropriate husbandry of animals used in the classroom dissection of animals: advocacy, opposition, and alternatives improvement of pre-college science education
BIBLIOGRAPHIES Selected Internet Resources for Science Fairs, Animals in Education and Research, Kids Pages and Animal Careers / Richard L. Crawford. Beltsville, MD: USDA, NAL, November 1999. (Revised July 2000) AWIC Series No. 99-01
Attitudes toward dissection: annotated list of studies / Jonathan Balcombe. [Washington, DC]: Humane Society of the United States, 1995. A list of citations, 1989-1996.
Comparative studies of dissection and other animal uses in education / Jonathan Balcombe. [Washington, DC]: Humane Society of the United States [1999] A two page list of citations.
PUBLICATIONS: RESOURCE LISTS Resources for teaching.../National Science Resources Center, Smithsonian Institution, National Academy of Sciences. Washington, DC : National Academy Press. Available free of charge to read online.
PUBLICATIONS: BOOKS & ARTICLES
OVERVIEWS & CURRENT PRACTICE LIFE SCIENCES EDUCATION ANIMALS IN AND OUT OF THE CLASSROOM
OVERVIEWS & CURRENT PRACTICEHearts, lungs, and children: a physiologist returns to kindergarten / Douglas Curran-Everett. American Journal of Physiology 1995. 269 (6 PART 3): S32-S36.
Abstract: Scientific illiteracy is a prevalent problem: between kindergarten and high school, most children progressively lose their inherent affinity for science exploration. The correction of this deficiency requires vigorous participation by the scientific community. This paper details my experiences introducing kindergartners to the basics of cardiorespiratory physiology: pulmonary ventilation and circulatory transport of oxygen. More important, my presentation gives children an opportunity to participate in the process of scientific inquiry and to discover and explore the mystique of real hearts and lungs. The children and their teachers truly enjoy the demonstration. In particular, my use of animal organs meets with phenomenal success: the children are enchanted by my inflation and their exploration of pig lungs, and one teacher told me weeks afterward that her students were still "bragging of how they touched a real heart and lung." Young children delight in science exploration and marvel at the wonder inherent to physiology. Armed with an intriguing hands-on presentation and a spirit of adventure and fun, any scientist can return to kindergarten. The rewards are likely to be profound.Principles and Guidelines for the Use of Animals in Precollege Education Institute of Laboratory Animal Resources, Commission on Life Sciences,
National Research Council, National Academy of Sciences, National Academy of EngineeringUse of animals and animal organs in schools: practice and attitudes of teachers / William Smith. Journal of Biological Education 28(2) 1994 Summer:111-8
Results of a survey of 34 schools in Victoria on live animal studies and dissections.The use of animals in education / F. Barbara Orlans, p.191-208, in: F. Barbara Orlans, In the name of science: issues in responsible animal experimentation. New York ; Oxford : Oxford University Press, 1993.
LIFE SCIENCES EDUCATION Society for Neuroscience: Public Resources Society for Neuroscience, Washington DC
National science education standards : observe, interact, change, learn. Washington, DC : National Academy Press, c1996.
Available free of charge to read online.Science and Health Education Partnerships: Manual for scientists and K-12 teachers / Art Sussman, ed. San Francisco, CA: UCSF/SFUSD, 2002.
When science meets the public: proceedings of a workshop organized by the American Association for the Advancement of Science, Committee on Public Understanding of Science and Technology, February 17, 1991, Washington, DC /, edited by Bruce V. Lewenstein. Washington, DC : Committte on Public Understanding of Science and Technology, Directorate for Education and Human Resources Programs, American Association for the Advancement of Science, c1992. Series title: AAAS publication ; 92-06S.
ANIMALS IN AND OUT OF THE CLASSROOM Animals alive! An ecological guide to animal activities / Dennis Holley, Brian Payne. Niwot, CO : R. Rinehart Publishers, 1994.
Animals in science: Care of classroom pets / Minnesota Branch of the American Association of Laboratory Animal Science, 2000.
Animals in the classroom! Why Not? San Francisco SPCA, Humane Education Department,
Animals in the classroom / Boston : Massachusetts Society for the Prevention of Cruelty to Animals, 2000.
Animals in the classroom / Montgomery County Public Schools, Rockville, Maryland, 2001.
Care of live animals in the classroom: Resource guide / Dora Dixon, Univeristy of Saskatchewan, Canada.
Care and use of animals in ACT schools - implementation guidelines (PDF) / Canberra : ACT Dept. of Education and the Arts, 1991.
Classroom guide for animal use : American Physiological Society, Bethesda, Maryland
Principles and guidelines for the use of animals in precollege education / Institute of Laboratory Animal Resources. [Washington, DC : National Research Council, 1989] Pamphlet: Principles and Guidelines for the Use of Animals in Precollege Education is available in unlimited quantities at no charge. To request either of these free publications, e-mail ILAR@nas.edu
Animals in science / ANZCCART and Animal Welfare Science and Bioethics Centre, Massey University, New Zealand
Zoo Atlanta / Eduational programs, teacher resources, educational activities, family programs, and kids corner.
ALTERNATIVES: TEACHING TOOLS CALF Computer Assisted Learning Facility, School of Veterinary Medicine, University of California, Davis
NORINA A database of audiovisual alternatives to the use of animals in teaching, Laboratory Animal Unit, Norwegian School of Veterinary Science, Oslo, Norway
search templatesAlternatives to dissection: frogs, rabbits, dogs, mice, piglets, cats, minks, rats, birds / NAHEE, c1991. National Association for Humane and Environmental Education.
Beyond dissection: innovative teaching tools for biology education / Laura Simon. Boston MA: Ethical Science Education Coalition, 1995. [4], 62p.
Experience with a dissection opt-out scheme in university level biology / Roger Downie and Jan Meadows. Journal of Biological Education 29(3) 1995 Autumn:187-93 (UCD Shields QH315 J6 v.1,1967- )
Report five years' experience in a first year university biology class in which students have been given a choice between dissecting a rat or doing an equivalent laboratory exercise. Potential opting-out students discuss the decision with their peers and the teaching assistants.Fetal pig dissection on the WWW / PD Creator and Supervisor: Earl W. Fleck, Ph.D.; Programming, Production, and Design: Ben Houston; Technical Director: Multimedia Development, Whitman College; Photography and Content: Miso Mitkovski and Mike Horn; Exploratory programming/design for Anatomical References Module: Miso Mitkovski; Consultant:Bob Schaeffer, MD.
Hi-tech alternatives to dissection / Richard T. Strauss, Mable B. Kinzie, American Biology Teacher 53(3) 1991 Mar:154-157
Features the videodisc, Interactive Frog Dissection (UCD Shields QH1 A42 v.24, 1962- )The interactive frog dissection / Charlottesville, VA : Mable Kinzie; c1994-
Also known as the Net-Frog.
Designed for use in high school biology classrooms and initially developed by Richard Strauss, Jean Foss and Mable Kinzie. Aimed at secondary school biology students, but may also be useful for first-year undergraduates.The Virtual Frog / Developed at the Lawrence Berkeley Laboratory Center for Science and Engineering Education, Imagined and Distributed Computing Group for scientific research and education.
The Virtual Program Frog project provides a three-dimensional imaging tool for studying frog anatomy. It lets students dissect a frog without touching it and remove the skin to study organs and the skeleton. Tutorials, information on browsers, and help are available on the site. It allows interactive dissection and is available in a number of languages (e.g., French, Czech).
ALTERNATIVES VERSUS DISSECTION Animal alternatives in precollege education: when? / Lynette A Hart. In Vitro Toxicology 8(2) 1995:213-4
UC Center for Animal Alternatives, School of Veterinary Medicine, University of California, Davis CA 95616-8684Animals in education: the facts, issues and implications / Lisa Ann Hepner. Albuquerque, NM: Richmond Publishers, 1994.
Dissecting values in the classroom / Jane Smith. New Scientist 134(1820) 1992 May 9:31-5
Dept of Biomedical Science and Biomedical Ethics, University of Birmingham, Birmingham B 15 2TT, UKDissection / John Richard Schrock. Kansas School Naturalist 36(3) 1990 Feb:3-15
Supports the use of living animals, as well as animal specimens, in science classrooms. Lists additional resources. A 1991 reprint, with further references, is available from Schrock, Division of Biological Sciences, Box 50, Emporia State University, Emporia KS 66801-5087.Doing without dissection / Juliana Texley. American School Board Journal 179(1) 1992 Jan:24-6
History of science teaching in the U.S. since 1900, with emphasis on recent developments, the decline in the use of dissection, curriculum changes, court challenges, and design of new laboratories.The effects of an interactive dissection simulation on the performance and achieve-ment of high school biology students / Mable B. Kinzie, Richard Strauss, Jean Foss. Journal of Research in Science Teaching, 30(8) 1993:989-1000.
The importance of dissection in biology teaching / Susan Offner. American Biology Teacher,55(3) 1993 Mar:147-9.
Investigator competency and animal experiments: guidelines for elementary and secondary education / F Barbara Orlans. Lab Animal 24(9) 1995 Oct:29,32-4
The National Dissection Hotline: five years of spearheading the struggle for students' rights and humane education / Pat Graham. NAVS Bulletin 1993 Fall:8-11
Objecting to dissection: a handbook for college students / San Rafael, CA : Animal Legal Defense Fund, [1990?]
A high school version is also available.The student rights option: a student guide to objecting to psychology animal labs / PSYeta, Washington Grove, MD, 1992?
Use of dissection-related courseware by low-ability high school students: a qualitative inquiry / Mable B Kinzie, M Jean Foss, Susan M Powers. Educational Technology Research & Development: ETR&D, 41(3) 1993:87-101
Vivisection and dissection in the classroom: a guide to conscientious objection / Gary L. Francione, Anna E. Charlton. Jenkintown, PA : American Anti-Vivisection Society, c1992.
LOAN PROGRAMS The following organizations have established lending libraries of materials intended to provide students and educators with up-to-date alternatives to classroom dissection and live animal experimentation.
Alternatives Research and Development Foundation (ARDF)
The Alternatives Research & Development Foundation was established in 1994 (before 1994 it was known as The Demeter
Fund) to support the development of alternatives to the use of animals in biomedical research, testing, and education.Animalearn: Animals, Ethics, & Education
Animalearn works to foster an awareness of and respect for animals used in education and to eliminate their use through the utilization of alternative methods. Animalearn assists educators and students to find, where possible, non-animal methods to teach and study science. Towards that objective, Animalearn developed the science bank, a lending program of new and innovative life science software and education products that enables educators and students to learn anatomy, physiology, and psychology lessons without harming animals.Ethical Science Education Coalition (ESEC)
ESEC offers instruction and resources for high quality, technologically advanced education that does not require students to dissect an actual specimen, harm or kill animals, or compromise their humane ethics. ESEC works with educators, legislators, parents and students to promote humane science education at all levels of education and professional training.Humane Society of the United States (HSUS).
The HSUS operates a loan program to provide students and educators with up-to-date alternatives to classroom animal dissection and live animal experimentation.National Anti-Vivisection Society(NAVS)
NAVS develops the Dissection Alternatives Loan Program to provide students, educators--even entire school--with effective state-of-the-art alternative models and computer programs to substitute for the use of once-live animals in classroom dissection exercises.
STATE SCIENCE CURRICULA A list of curriculum guides and state frameworks from the late 1980s is given on pages 142-5 of the book, The responsible use of animals in biology classrooms. (National Association of Biology Teachers, 1990).
Science framework for California public schools, kindergarten through grade twelve. Sacramento : California Dept of Education, 1990.
Developed by the Science Curriculum Framework and adopted by the California State Board of Education.
ISBN 0-8011-0870-5
ORGANIZATIONS & THEIR PUBLICATIONS The American Association for the Advancement of Science Project 2061 (AAAS) has a long-term effort to fundamentally restructure the way science is taught in the United States and to help Americans keep up with a world transformed daily by new developments in science and technology. The Project's 1991 report, Science for All Americans, defined goals for learning in all grades in mathematics, technology and the sciences.
Using the report as a springboard, teams of educators are developing curriculum models for adaptation and use by schools nationwide. Blueprints for reform in related areas are also being produced. A third phase, to last a decade or longer, will involve collaboration with many other groups to bring these developments about.The Association of Science-Technology Centers (ASTC)
ASTC publishes books, periodicals, and reports of interest to staff of science centers and other museums. Online catalog can be printed as a PDF copy.The Association for Supervision and Curriculum Improvement (ASCD) is a professional organization of supervisors, curriculum coordinators and directors, consultants, professors of education, educators, superintendents, parents, and others interested in school improvement at all levels of education. ASCD provides professional develop-ment experiences and training in curriculum and supervision; disseminates information; encourages research, evaluation, and theory development; and provides a Research Information Service.
Its publications include the ASCD Update, a newsletter, Educational Leadership, Journal of Curriculum and Supervision, and books.California Science Teachers Association (CSTA)
CSTA publications include the newspaper, California Classroom Science, the CSTA Journal,and reports, e.g., Restructuring Science; California's Reform of Secondary School Science, and more.The Dissection Hotline
The NAVS Dissection Hotline is a national, toll-free service designed to provide information, counseling and support for students, parents and teachers who object to dissection.The Ethical Science Education Coalition (ESEC)
ESEC maintains a resource center for lending out teaching alternatives and helping teachers find the best alternatives for their needs; conducts workshops; sends representatives to conferences of science teachers to disseminate information on alternatives, to investigate new products, and to meet with interested educators.InterNICHE : International Network for Humane Education
InterNICHE is a non-profit, charitable network of students and teachers working to introduce educational alternatives to harmful animal use.WestEd is a nonprofit research, development, and service agency. The agency traces its history back to 1966 when Congress created a network of Regional Educational Laboratories. In 1995, two of those original laboratories — Far West Laboratory for Educational Research and Development and Southwest Regional Laboratory — joined forces to form WestEd.
Lawrence Laboratory Berkeley.
The National Association of Biology Teachers
The ITG Whole Frog project introduced the concepts of contemporary computer based 3D visualization and whole body, 3D imaging of anatomy as a curriculum tool at the high school level. The program manager is John Cavallini.
(NABT) is the professional society of biology and life sciences teachers and others interested in the teaching of biology at all educational levels. It works to achieve scientific literacy among citizens, promote professional growth and development, foster regional activities for biology teachers, confront issues involving biology, science, and the future and provide a voice for the profession.
After widespread discussion, NABT withdrew the book, The Responsible Use of Animals in Biology Classrooms, including Alternatives to Dissection (1990) and revised its Guidelines for the use of live animals (1991). JD McInerney covers the NABT policy and dissection issues in his article, "Animals in education: are we prisoners of false sentiment? American Biology Teacher 55(5) 1993:276-81.
NABT publications include The American Biology Teacher, and a variety of books, e.g., Favorite labs from outstanding teachers; Teaching critical thinking skills in biology; and A sourcebook of biotechnology activities.The National Association for Humane and Environmental Education (NAHEE) is the youth education division of the Humane Society of the United States.
Its publications include KIND News, a student newspaper, in primary, junior and senior editions. KIND News Primary is also available in Spanish. Its Student Network News is designed for junior high and high school students.National Center for Improving Science Education (NCISE), A joint venture of the Biological Sciences Curriculum Study and The Network, Inc., organizes and synthesizes current research in science education to promote changes in state and local policies and practices in science curriculum, teaching, assessment, and teacher preparation. Engages in research and development activities to foster dissemination of syntheses. Provides technical assistance and organizes technical conferences for science education leaders.
NCISE publications include, for example, Assessment in elementary school science education(1989); Blueprint for science education in the middle years (1992); The high stakes of high school science (1991); and What we know about science teaching and learning (Council for Educational Development and Research,1992).The National Science Resources Center (NSRC) of the Smithsonian Institution works to improve the teaching of science in the nation's schools, disseminates information about effective science teaching resources, develops curriculum materials, and sponsors outreach and leadership development activities. NSRC also maintains a collection and database of teaching resources.
NSRC holds Elementary Science Leadership Institutes to prepare teams to organize and lead elementary science improvement programs in their local school districts. Participants engage in workshops and discussions on curriculum units, support systems for supplying hands-on science materials and apparatus, in-service education programs, assessment methods for evaluating student performance, interdisciplinary approaches for integrating science instruction with other areas of the curriculum, and strategies for building administrative and community support for a hands-on elementary science program.
NSRC also holds working conferences on precollege science education for scientists and engineers interested in working with community schools.
NSRC is developing a guide for middle school science teachers and has created a network of over 14,000 scientists and educators who are working to improve the teaching of science in the nation's elementary schools.The National Science Teachers Association (NSTA) seeks to foster excellence in the teaching of science. NSTA studies students, how they learn, the curriculum of science, the teacher and preparation for teaching, the procedures used in classroom and the laboratory, the facilities used for teaching science, and the evaluation procedures used.
NSTA publications include: the Journal of college science teaching;Science and children; Science scope; reports on innovative teaching methods, experiments and educational theory; and, The Science Teacher.
NSTA books include, for example: Classroom creature culture : algae to anoles, by Carolyn Hampton [et al.] Rev. ed. 1994; The Pillbug project : a guide to investigation, by Robin Burnett. 1992; Scope, Sequence and Coordination of secondary school science, a project of the National Science Teachers Association. Volume I. Thecontent core, a guide for curriculum designers. Rev. ed. 1993.Science Service Inc. Rules for the annual International Science and Engineering Fair are approved by the Board of Trustees and promulgated annually. These Rules approach IACUC guidelines and may be used to cover science fairs and science fair projects for both primary and secondary school students.
Schools and Colleges for Advancing the Teaching of Science (SCATS), an alliance of K-12 school teachers, university and community college faculty, and local industrial scientists and engineers, provides professional development opportunities for teachers of science. Established in 1985 at California State University, Sacramento, by science faculty and local teachers, SCATS now serves some 2,500 teachers in an 11 county area..
SCATS holds laboratory and lecture-based workshops 5 times during the academic year for 6-14th grade teachers (SCATS) and 4 times during the academic year for K-6th grade teachers (E-SCATS). Special all day Saturday workshops are held on single topic subjects for teachers (e.g., solar box cooker construction and use).
With the University of California, Davis, SCATS co-directs the Sacramento Area Science Project, SASP, to offer professional development opportunities and teacher leadership in support of regional school districts' staff development programs. SCATS offers summer and mid-year mini-institutes, a variety of grant programs, regional and state science competitions for Northern California middle and high schools, Project START (summer institutes for area K-6 teachers), and a DOE Science Bowl for high school students.Science Education for Public Understanding Program (SEPUP)
SEPUP course materials are designed for the early secondary school grades and emphasize an integrated approach to teaching issue-oriented science, issues involving chemicals and their interactions with people and the environment, with increased emphasis on other aspects of physical, earth and life sciences.
Commercially available SEPUP-in-the-Schools Modules include: Chemical survey & solutions andpollution; Issues, evidence & you; and, Plastics in our lives. Sargent-Welch is the exclusive SEPUP distributor.The Science and Health Education Partnership (SEP) is a collaboration between the University of California, San Francisco (UCSF), and the San Francisco Unified School District (SFUSD).Its mission is to support high quality science and health education and provide a variety of valuable human and material resources to interested teachers and students.
A video, The City Science Voyage, documents the first phase of the City Science Project, from the point of view of SFUSD teachers, UCSF scientists, SEP staff, and elementary students throughout San Francisco.
INTERNET The KQED Learning Link
Public television station KQED/9 San Francisco, the Science Education Academy of the Bay Area (SEABA), and the Far West Laboratory for Educational Research and Development have created an on-line service to link California educators to the internet. KQED Learning Link provides a variety of curriculum-based forums, such as the Challenger Space Forum, and the Sierra Nevada Ecosystem Project. It also provides access to the Science Education Academy of the Bay Area interactive catalog.
UC Center for Animal Alternatives
School of Veterinary Medicine
University of California, Davis10/7/05
