“I Didn’t Feel Right About Animal Dissection”: Dissection Objectors Share Their Science Class Experiences
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This paper highlights the voices and experiences of individuals who objected to animal dissection in their high school science and biology classes. The data were collected via online surveys ( n = 311), and 8 of these participants took part in more in-depth telephone interviews. Participants were former students from Ontario, Canada, who discussed their experiences with animal dissection in general, and objection to dissection in particular, if applicable. The findings reveal that students who expressed objection to dissection experienced a range of teacher responses, including pressure to participate, the request to join another group of students and watch, the choice to use a dissection alternative, warnings of compromised grades, and other responses. The study points to the importance of choice policies to ensure that dissection alternatives are available in classrooms. In this way, students can select among different options of how they would like to learn, and teachers can be prepared to accommodate those who choose not to dissect.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it