Comparing the effectiveness of hands-on dissections and ICT simulated virtual dissections in Grade 10 Life Sciences

Abstract

Abstract With the recent developments in the digital and ICT worlds as well as with regards to technology in general, life as we know has been significantly transformed. This is especially crucial to us as teachers in the educational world as we have witnessed the way in which teaching and learning takes place, which has been revolutionized. Due to the manner in which the integration of ICT tools has advanced pedagogical approaches, it is now a matter of urgency that we evaluate the methodologies that we employ. We are immersing ourselves in a technological and digital era, and as such, more and more research is being conducted on the implementation of ICT in the classroom. This study used a mixed method approach to explore and compare the effectiveness of hands-on dissection and simulated dissections. This was done by conducting a hands-on dissection of a cow’s heart and an ICT simulated dissection done virtually using an online simulator on smart devices. The study was based at a South African high school with Grade 10 Life Sciences (Biology) learners. The learners were taught the content on the topic of the mammalian heart and thereafter were asked to answer a pre-dissection test based on their theoretical content knowledge. The learners were then randomly split into two groups, where one group conducted a hands-on dissection of a cow heart while the other group conducted a simulated dissection of a cow heart using the previously mentioned online simulator on their smart devices. Both groups were then asked to write the post - dissection tests, which allowed me to observe the improvements in their understanding by comparing their answers from the pre - and post - dissection test and aligning them with the mode of dissection they partook in. In addition to the overall understanding that each dissection helped learners achieve, this study also aimed to observe the level of learner engagement and interaction with each mode of dissection (viz. Hands-on dissections and simulated dissections) in order to provide a more comprehensive picture of the learners cognitive and practical experience. Finally, from these two groups, fifteen learners volunteered to answer a questionnaire based on their experiences using both modes of dissection. The pre-dissection test and post dissection tests, as well as the questionnaire, allowed me to observe how the different dissections increased the depth of their knowledge as well as how they experienced each mode of dissection, thus providing me with a holistic evaluation of the effectiveness of both modes of dissection, which took into consideration factors such as engagement, understanding, confidence and enjoyment and other factors. This research explored the effectiveness of hands-on dissections in comparison to simulated dissections. From the trends that I was able to observe and the patterns that I have taken note of; I found that both modes of dissection offer their own educational benefits and also have their own limitations. There was evidence of improvement in understanding on the part of the learners, which is clearly visible in the pre - and post -dissection tests. There were also other factors, such as the interest and preferences of learners, which played a role in the overall effectiveness of each mode of dissection. Hands-on dissection allowed learners to physically interact with the anatomy, enhancing their understanding through direct experience. In contrast, virtual dissection provided a structured, repeatable environment that facilitated deeper theoretical learning. The factors surrounding each mode of dissection has been further explained in the study. Neither method, however, was able to fully address all aspects of learning when used on its own, and as such, it would be unfair to only look at some factors. As a result, my recommended stance is that a hybrid mode of dissection would be the most effective. A hybrid model aligns with other pedagogical research promotes a blended learning approach in order to appeal to different learning styles and methodologies; this method combines conceptual and experiential understanding. This blended approach leverages the strengths of each method, allowing learners to explore the heart in multiple ways and benefit from the advantages that each mode offers. On a larger scale, in Life Sciences as a subject, I recommend that we treat each case individually, as a hybrid mode of dissection may not always be the most effective. For example, a DNA extraction may be more effective when done using a simulation, while the dissection of the kidney may be more effective when done using a hands-on dissection. Furthermore, it may not be possible to conduct one of the modes of dissection, for example, in the case of not having the equipment and resources for either mode of dissection. In some cases, it may be more beneficial to use a hybrid model within one topic, for example my study suggests that when teaching the mammalian heart teachers should begin with the simulation of the heart to teach the appropriate structures then, teach the theoretical lesson, which can be followed by the hands-on dissection and finally be reinforced by looking back to the simulation. Keywords: Hands-on dissections, ICT-simulated dissections, Life Sciences, hybrid model