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APS Position Statements

On Animals in Teaching

Summary

The study of living systems is an essential component of physiology instruction. The American Physiological Society is committed to the continuing development of resources that enhance the student laboratory learning experience. Teaching laboratories provide unique opportunities for active participation, discovery learning, and development of team skills.

Physiology educators have a long tradition of developing and evaluating the effectiveness of novel educational tools.The APS publishes a journal with that specific focus—Advances in Physiology Education.The evaluation of the learning process is essential to good teaching, and ensures that the focus remains on providing educational experiences that enhance student learning. To assist in the evaluation and selection process, the APS has developed a listing of resources on the options above; see http://www.the-aps.org/education/edu_teachingres.html.

When selecting laboratories that do and do not use living organisms, instructors must bear in mind that students may differ in their educational preferences, that is, some students may be uncomfortable with instructional activities involving animals while others find these activities inspiring and particularly beneficial. The same students also differ in their educational needs; diverse student learning styles call for diversity of learning experiences. In many cases, hands-on experience with living systems may be the ideal learning experience for a student and, in an educational setting that is becoming increasingly dependent upon print and multi-media images, may become a critical experience for students who need tactile experiences to enhance their learning.

These advantages significantly outweigh the drawbacks of limited curricular time, limited facilities, costs, and the need for regulatory compliance for laboratories involving human or animal subjects.In the final analysis, the only way to truly understand living systems is to experience living systems.

References

  1. National Research Council (NRC). Inquiry and the National Science Education Standards. Washington, DC: National Academy Press, 2000. Back to first referenceBack to second reference
  2. Ra'anan, A.W. The evolving role of animal laboratories in physiology instruction.Adv. Physiol. Educ. 29: 144-150, 2005. Back
  3. National Research Council (NRC). Fulfilling the Promise: Biology in the Nation's Schools. Washington, DC: National Academy Press, 1990.Back to first referenceBack to second reference
  4. U.S. Congress, Office of Technology Assessment. Educating Scientists and Engineers: Grade School to Grad School, OTA-SET-377. U.S. Government Printing Office: Washington, DC, 1988. Back
  5. Siebert, E.D. and McIntosh, W.J. College Pathways to the Science Education Standards. Arlington,VA: NSTA Press, 2001.Back
  6. Clewell, B.C., Anderson, B.T., & Thorpe, M.E. Breaking the Barriers: Helping Female and Minority Students Succeed in Mathematics and Science. San Francisco: Jossey-Bass.Back
  7. National Research Council (NRC). National Science Education Standards. Washington, DC: National Academy Press. Back
  8. Bransford, J.D., Brown, A.L., Cocking, R.R., Donovan, M.S., andPellegrino, J.W. (editors). How People Learn: Brain, Mind, Experience, and School—Expanded Edition. Washington, DC: National Academy Press.Back
  9. Washington University of St. Louis, Cornerstone-The Center for Advanced Learning. Learning Styles Assessment, http://cornerstone.wustl.edu/learningstyles.htmBack
  10. Gardner, H. Intelligence Reframed: Multiple Intelligences for the 21st century. New York: Basic Books, 1999. Back
  11. Center for Applications of Psychological Type (http://www.capt.org/The_MBTI_Instrument/Home.cfm).Back
  12. VARK—A Guide to Learning Styles (http://www.vark-learn.com/english/index.asp)Back
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