Just imagine that you are back in the seventh grade, in science class. Your teacher is preparing you for dissecting a frog. You have been studying the anatomy of the frog for about a week now. You and your class head to the lab. You see two dead frogs on each table and two sets of dissecting tools. Your teacher had assigned you to dissect the frog and remove all of it’s organs and place them on the tray next to you. Your teacher says that the entire dissection should take the entire class hour. Then, your teacher says that you can start your dissection. You get started immediately. You cut the frog open and you don’t think much about it, but when somebody else cuts theirs open, you hear,” Ewwwwww!.” The noise then becomes more constant as more people open up their frogs. You finish your dissection first, and your teacher says it looked perfect. Everyone else was not even half way through and they were all getting disgusted. After that, half the kids in your class think that dissections are cruel and unnecessary, but what do you think? I indomitably feel that school dissections should be allowed and virtual dissections are not an …show more content…
Many young kids need hands-on study to remember things. Also kids will remember the experience better. “Students learn better when they understand and can see the primitive structure of a frog’s lungs, or the fat lining in a cat’s abdomen. They know the texture of these organs and tissues by color and touch, understand what they do, and are able to make inferences and speculate about other species,” says Christopher Perillo. I myself have completed a virtual frog dissection from Mcgraw Hill and it was not very exciting or fun. It was also not as hands-on and visual. As you can see, virtual dissection does not have the same aspects and hands-on