A Comparison of Physical Dissection to Online Dissection: Do they promote scientific practices equally?

Physical and digital dissection of frogs were investigated for parity in learning opportunities of content and scientific practice in a middle school science class. Student outcomes on conventional and novel assessments were compared. The results suggest that physical dissection provides the opportunity to learn scientific practice, but digital dissection does not. The results further suggest that Surgical Notes, an assessment developed by the investigator, can be used to provide students the opportunity to learn scientific practice