• Allison MattheisEmail author
  • Debra Ingram
  • Murray S. Jensen
  • Jon Jackson


This article describes the results of a study that investigated the experiences of a group of high school anatomy and physiology teachers who participated in a cadaver dissection laboratory workshop organized through a university–school partnership. Teacher feedback was collected before, during, and after the workshop through pre-arrival surveys, open-ended written responses to questions during the experience, focus group interviews with teachers, and follow-up surveys and meetings. Two evaluation specialists also attended and engaged in participant observation during the dissection experience. Using an interpretive qualitative approach, data were analyzed and coded for emergent themes. These findings are presented along with first-person narrative description of the experience from teachers’ perspectives. This article contextualizes this initiative relative to hands-on learning of anatomy and physiology, secondary science teacher professional development, and instructional improvement. Results of this study support the positive impact of such experiences on instructor content understanding and outcomes for classroom practice. Specific changes to teacher behavior and dissection instruction following the workshop and ongoing professional development efforts are reported.

Key words

dissection high school anatomy and physiology education high school biology teaching teacher professional development university–school partnerships 


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Copyright information

© National Science Council, Taiwan 2014

Authors and Affiliations

  • Allison Mattheis
    • 1
    Email author
  • Debra Ingram
    • 2
  • Murray S. Jensen
    • 2
  • Jon Jackson
    • 3
  1. 1.Applied and Advanced Studies in EducationCalifornia State University Los AngelesLos AngelesUSA
  2. 2.University of MinnesotaMinneapolisUSA
  3. 3.University of North DakotaGrand ForksUSA

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