TO DISSECT

OR NOT TO
DISSECT
By Grace Hicks-Green

Grace Hicks-Green
Per. 1
10/24/2014
Anatomy
Works Cited
Boettcher, Katilyn. "Why Do Students Dissect Frogs?" Mental Floss. N.p., 9 May 2013. Web. 25
Oct. 2015.
Oakley, Jan. Science Teachers and the Dissection Debate: Perspectives on Animal Dissection
and Alternatives 7.2 (2012): 253-76. 12 Nov. 2011. Web. 24 Oct. 2015.
"Questions and Answers About Dissection." Humane Society. N.p., 13 Nov. 2013. Web. 25 Oct.
2015.

Grace Hicks-Green
Per. 1
10/24/2014
Anatomy
Traditionally, high school students have dissected frogs, cats, and the hearts of sheep in
the name of science, but now more high schools across the world are using alternative methods.
Many view dissection as an inhumane because, in order to get their supply for dissections,
biological supply houses have to use unethical methods, such as capturing animals from their
habitat, or buying them from shelters or slaughterhouses, in order to then euthanize the animal.
However, dissection is an important hands-on-learning experience that cant simply be
replicated. Many teachers argue that by dissecting students are introduced to new fields of
science and to a greater understanding of biology, which helps them become passionate about the
subject.
In seventh grade my teacher announced that our class would be dissecting a sheeps heart
and a frog. At first I felt opposed to the notion of dissecting an animal, and when the day came to
dissect I was anxious. Nevertheless, I became encouraged by the experience to pursue more
science. Dissecting served as an important experience for me, which helped me discover my
passion. For this reason, I believe that High School students should be able to dissect.
Limited to diagrams, pictures and words, textbooks can not convey the same hands-on
learning experience that dissection offers. Although a frogs body is not as complex as a
humans, students cannot sufficiently learn it from two-dimensional images. In dissecting an
animal, students see, touch, and explore the various organs in the body. Seeing these organs and
understanding how they work within a single animal allows students to understand how these
systems work within many other animals, including themselves.
Until students dissect it can be difficult to comprehend the complexity and interactions of
the different body systems. By being able to see a three dimensional model, students can
understand the interplay between the organs, and visually see and touch the different systems.
Having a class of live frogs gives the classroom a visual representation of the variety of species.
Certain body structures and adaptations can be seen in frogs that illustrate how they evolved
over time and how they fill particular niches in the ecosystems they belong to.
When students are given the opportunity to dissect it not only serves as an educational
experience, but instills in students a respect for living organisms. By being able to interact and
discover an animal it can create a profound effect on students, making them more aware of life
and loss. Many teachers believe dissection as a unique opportunity for students to engage with
ethical issues surrounding respect for life mortality, death and dying.
Although dissecting serves as an important role in high school classroom, some people
view it as unethical and inhumane. In the states Florida, California, Connecticut Pennsylvania,
New York, Rhode Island, Illinois, Virginia, Oregon, New Jersey and Vermont. Maine, Maryland,
Massachusetts, and New Mexico, students can legally choose not to participate in dissection
and are given an alternative assignment without the threat of penalty. However, the alternative
assignments given to students are not comparable to dissecting. Instead of physically dissecting
students, virtually look at dissection.
Although dissection is controversial it serves as a vital learning experience for high
school students, and is one that cannot be replicated through textbooks, pictures, or virtual
dissections. While I acknowledge that some students may be opposed to dissection and have a
moral objection to taking a life. I feel that the benefits gained in terms of scientific understanding
and respect for life outweigh the disadvantages.