De Boo J. Teachers’ Assessment of Alternative Educational Models. Paper presented at: Alternatives in the Mainstream: Innovations in Life Science Education and Training. 2nd InterNICHE Conference; 2005 May 12-15; Oslo, Norway


Abstract

In convincing academic lecturers that alternative models to animal use in education are not only preferable from an ethical point of view, but also from an educational point of view, we need systematic assessments of the alternative models. Teachers are mostly interested in whether the resource meets their learning objectives, but also whether the resource is interactive, realistic and userfriendly. Evaluations carried out by teachers, such as exams or student assignments, to test whether the student has achieved the learning objectives, need to take into consideration the media and tools used, the contents, the methodology and the grouping of students. These didactic components are also included in an independent review process developed by the author while at the European Resource Centre for Alternatives in Higher Education (EURCA) that was designed for teachers to assess the value of alternative educational models. Other questions in the review process include the comparison between the alternative model and the real animal laboratory, using the alternative educational model, the contribution of the resource to awareness of the 3Rs, and the level of service provided by the supplier. Some reviews of alternatives are presented as examples. Generally, the reviewers are positive about the effectiveness of alternative educational models, but there is room for improvement both at the didactic level, as well as at the user level (navigation, presentation and level of interaction). Through teachers’ assessments of educational models, alternative resources become more accepted in mainstream education and this might in turn positively influence the attitudes of scientists, professionals, and a new generation of science teachers.