As
we had our discussion about the role of media in teaching and learning, we stumbled
upon the impacts of instructional media as well. Some experts believed that the more senses
that is used and is tapped by the instructional media, the better the avenue
for learning becomes. It is really
helpful if the learner experiences the material like it was real.
I
had my high school years at Saint Agnes’ Academy, Legazpi City. A typical biology class would normally
dissect a frog to get to know the different organs and their corresponding
positions inside a frog’s body but in our biology class then, we haven’t got the
chance to even hold a real frog. Our
school then was against the dissection of frogs so we had a virtual dissection
instead. There was this program that we
used wherein we could manipulate tools like the scalpel or scissors in the
process of dissection via the mouse of the computer. The program is just like a game where the
first step was to catch a frog from the swamp and pinning it in the tray. All commands and actions were done through
just clicking the buttons on the monitor.
Through the program, the dissection process was well controlled and
there was little room for human error, unless the wrong buttons were
clicked. There was this option of
showing the labels of everything on the screen, including the body parts and
organs of the frog. The dissection was
made easier because of the way of manipulation.
The media that we used was new and in fact was informative. The disadvantage that I saw was that we did
not experience the real thing. It would
have been more exciting if we did take a hold on a real frog, but since there
was that advocacy of the school towards the preservation of the life of the
frogs, it was not made possible for us.
The dissection that we did was two dimensional only but I know that the
knowledge and experienced that we gained from the activity were nothing less
than the ones that we could have gained if we have had the real dissection of a
frog.
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