Visualizing Science Disssections in 3D: How do Students Respond to Multidimensional learning materials in Science Dissections

Research questions: How do students respond to different multi-dimensional learning materials in dissection activities?

Can virtual dissections/#D instruction enhance their engagement w/science dissections? (How they thought they took advantage of the different media in each condition with paper,live frog and virtual dissections?) Reframing: Can various forms of 3D instruction motivate / learning,

Add social learning theories of: Branford & Schwartz, Vygotsky on scaffolding, proximal development (3D theorists), Piaget on children and three dimensional learning, Howard Gardner, learning styles, spatial intelligence and children. Patty Greenfield, solo vs collaborative learning, Eleanor Duckworth, fun, learning and Grit


Pre and post labeling exercise scores

Gains from Pre and post

Lab test scores

Questionnaires for paper frog, dissection and visualization

Coding structure for open-ended questions

Coding differently?

Use some numerical comparisons for some

Correlate lab tests with

About wanted to learn on their owndidnt want to do group thing.

3 of 16 got it on their own; other 13 stated that it was fun because I did it with the help of my classmates. 6-7 thought collaboration made it fun and allowed them to complete

had3D simulation experience before; had origami experience, had dissection

Only 2 (of 16) thought it wasnt fun.

said yes they learned more with simulation; the rest said they learned more with the live dissection

The different versions intrigued them. The live dissection was most helpful (5-6 of 16) (touch it and move it). Virtual was more fun.

Matching scores with their self-reporting on difficulty they had.

1) How do you feel you learn best?