Hart L, Wood M, Weng H. Three barriers obstructing mainstreaming alternatives in K-12 education. ALTEX. 2006;23(Special Issue):38-41


Abstract

Although veterinary schools increasingly have mainstreamed alternatives in their curricula and many resources are available for secondary education, alternatives are not widely adopted for teaching high school biology in the United States, a growing paradox. Viewing the practice of dissection as recalcitrance of teachers is an oversimplified perspective. Three barriers mitigate against adoption of alternatives in classrooms. First, a curricular gap exists; dissection is not considered in course outlines. Though common in high school biology, dissection receives little attention in research and curricular standards. Second, instrumental and technical support for science laboratories has been reduced. County districts formerly provided resources integrated with laboratories in lesson plans, supported by subject matter specialists. Now teachers must acquire their teaching materials to enhance their courses. Small budgets are sufficient only for a few clerical supplies. Information is available on abundant, though costly, resources (website: http://www.vetmed.ucdavis.edu/Animal_Alternatives/altsearch.htm). Planning ahead is required for resources available on loan. Third, to teachers, supplying motivating and informative materials for students is of prime importance. Teachers dream of motivating students to learn, and seek to inspire them. High quality laboratory exercises are difficult to muster. Consideration of whether to use animal specimens and other resources in high school classrooms is not supported within the texts of curricular standards and science frameworks, nor are such resources and relevant expertise offered by school districts. Thus, the teachers’ highest goal of inspiring their students in biology becomes ever more unattainable.





Link to journal: ALTEX - Alternatives to Animal Experimentation