This fall, we had the opportunity to connect with biology teachers from across the country, introducing them to the growing library of humane classroom resources available through BioLEAP. We attended key conferences, including the Illinois Science Teachers Association (ISTA) in Naperville, the National Association of Biology Teachers (NABT) in Anaheim, and the National Science Teachers Association (NSTA) in New Orleans. Each event provided a space for thoughtful dialogue about the future of science education and the role humane teaching practices can play in shaping that future.
Dissection Dialogues
We had the chance to speak with teachers firsthand about their experiences teaching anatomy in the classroom. These discussions were both insightful and revealing. Many biology teachers expressed mixed feelings, with some embracing traditional methods, while others cited the harsh smells or excessive set up time as reasons for exploring alternatives such as virtual dissections and synthetic models.
The conversations we had with teachers who stopped by our booth to share the discomfort they experienced with animal dissections during their own time as students were particularly telling. Many wished that the alternatives we offer had been available during their time in school, as their experiences with dissection left a lasting negative impact on how they remembered their biology education.
These conversations highlight a deeper issue: if so many former students are still experiencing visceral, negative reactions to dissection decades later, is it truly a necessary component of general biology education? This question is especially pertinent considering the advanced dissection replacement tools now available that not only teach the same principles but often do so in a more ethical and engaging way.
Offering Students a Choice
At a minimum, every teacher should have access to and be ready to provide a dissection alternative in the classroom. This allows students the choice in how they learn anatomy, respecting personal morals, religious beliefs, or sensory sensitivities. Offering students a humane choice also aligns with the NSTA’s position on dissection:
“Regarding the use of dissection activities in school classrooms, NSTA recommends that science teachers be prepared to present an alternative to dissection to students whose views or beliefs make this activity uncomfortable and difficult for them.”
Looking Ahead: Advocating for Humane Education
As we continue to meet and engage with educators at future conferences, our mission remains clear: to ensure that non-animal teaching methods are made available to teachers nationwide. These methods not only eliminate the ethical concerns associated with dissection, but also offer a mess, stress, and odor free anatomy lab experience.
We’re grateful for the open and honest conversations we’ve had with teachers this year, and look forward to continuing this dialogue in the future. Together, we can create more inclusive and humane science education experiences for all students.
