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PAPERBACK list:$24.95 Web:$22.45 add to cart PDF BOOK your price: $19.50 add to cart Rights & Permissions Free Resources Display this book on your site! Related Titles America's Lab Report: Investigations in High School Science Taking Science to School: Learning and Teaching Science in Grades K-8 Other Related Titles Fulfilling the Promise: Biology Education in the Nation's Schools (1990) Commission on Life Sciences (CLS) Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Page 123   E-mail  Facebook  Digg  Stumble  Twitter More Page 123 Front Matter (R1-R12) Contents (R13-R16) 1. Introduction (1-4) 2. Where Are We Now? The Motivation for Change (5-12) 3. Curricular Goals for the Near Future (13-26) 4. Impediments to Implementing Curricular Change: Texts, Tests, and Classroom Practice (27-52) 5. Impediments to Implementing Curricular Change: Training and Support of Teachers (53-71) 6. Recruiting Scientists, Teachers, Technicians, and Physicians (72-80) 7. Other Modes and Contexts For Teaching Science (81-93) 8. Achieving National Goals: Dilemma and Resolution (94-101) Executive Summary (102-114) References (115-122) Appendix A: Principles and Guidelines for the Use of Animals in Precollege Education (123-126) Appendix B: NABT Biology Teaching Standards (127-127) Appendix C: Standards for the Preparation and Certification of Secondary School Teachers of Science (128-130) Appendix D: State Alternative Certification Programs (As of June 1987) (131-132) Appendix E: Special Science Programs and Schools (133-136) Appendix F: Programs Targeted to Women and Members of Minority Groups (137-140) Appendix G: Strategies for Implementing Report Recommendations (141-144) Committee Members (145-146) Index (147-152)

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APPENDIXES

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APPENDIX A PRINCIPLES AND GUIDELINES FOR THE USE OF ANIMALS IN PRECOLLEGE EDUCATION Institute of Laboratory Animal Resources Commission on Life Sciences National Research Council National Academy of Sciences National Academy of Engineering PRINCIPLE 3 The humane study of animals in precollege education can provide important learning ex- periences in science and ethics and should be encouraged. Maintaining classroom pets in pre- school and grade school can teach respect for other species, as well as proper animal husbandry practices. Introduction of secondary school stu- dents to animal studies in closely supervised set- tings can reinforce those early lessons and teach the principles of humane care and use of animals in scientific inquiry. The National Research Coun- cil recommends compliance with the following principles whenever animals are used in pre- college education or in science fair projects. PRINCIPLE 1 Observational and natural history studies that are not intrusive (that is, do not interfere with an animal's health or well-being or cause it discom- fort) are encouraged for all classes of organisms. When an intrusive study of a living organism is deemed appropriate, consideration should be given first to using plants (including lower plants such as yeast and fungi) and invertebrates with no nervous systems or with primitive ones (including protozoa, planaria, and insects). Intrusive studies of invertebrates with advanced nervous systems (such as octopi) and vertebrates should be used only when lower invertebrates are not suitable and only under the conditions stated below in Principle 10. PRINCIPLE 2 Supervision shall be provided by individuals who are knowledgeable about and experienced with the health, husbandry, care, and handling of the animal species used and who understand applicable laws, regulations, and policies. Appropriate care for animals must be provided daily, including weekends, holidays, and other times when school is not in session. This care must include c. a. nutritious food and clean, fresh water; b. clean housing with space and enrichment suitable for normal species behaviors; and temperature and lighting appropriate for the species. PRINCIPLE 4 Animals should be healthy and free of diseases that can be transmitted to humans or to other animals. Veterinary care must be provided as needed. PRINCIPLE 5 Students and teachers should report immediately to the school health authority all scratches, bites, and other injuries; allergies; or illnesses. PRINCIPLE 6 Prior to obtaining animals for educational purposes, it is imperative that the school develop a plan for their procurement and ultimate dispo- sition. Animals must not be captured from or released into the wild without the approval of the responsible wildlife and public health officials. When euthanasia is necessary, it should be per- formed in accordance with the most recent rec- ommendations of the American Veterinary Medi- cal Association's Panel Report on Euthanasia (lour- nal of the American Veterinary Medical Association, 125

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126 188[3]:252-268, 1986, et seq.). It should be performed only by someone trained in the appropriate technique. PRINCIPLE 7 Students shall not conduct experimental procedures on animals that a. are likely to cause pain or discomfort or interfere with an animal's health or well-being; b. induce nutritional deficiencies or toxicities; or c. expose animals to microorganisms, ionizing radiation, cancer-producing agents, or any other harmful drugs or chemicals capable of causing disease, injury, or birth defects in humans or animals. In general, procedures that cause pain in humans are considered to cause pain in other vertebrates. PRINCIPLE 8 Experiments on avian embryos that might result in abnormal chicks or in chicks that might experience pain or discomfort shall be terminated 72 hours prior to the expected date of hatching. The eggs shall be destroyed to prevent inadvertent hatching. PRINCIPLE 9 Behavioral conditioning studies shall not involve aversive stimuli. In studies using positive reinforcement, animals should not be deprived of water; food deprivation intervals should be appro- priate for the species but should not continue longer than 24 hours. PRINCIPLE 10 A plan for conducting an experiment with living animals must be prepared in writing and approved prior to initiating the experiment or to obtaining the animals. Proper experimental design of projects and concern for animal welfare are important learning experiences and contribute to respect for and appropriate care of animals. APPENDIX A The plan shall be reviewed by a committee composed of individuals who have the knowledge to understand and evaluate it and who have the authority to approve or disapprove it. The written plan should include the following: c. a. a statement of the specific hypotheses or principles to be tested, illustrated, or taught; b. a summary of what is known about the subject under study, including references; a justification for the use of the species selected and consideration of why a lower vertebrate or invertebrate cannot be used; and d. a detailed description of the methods and procedures to be used, including experimental design; data analysis; and all aspects of animal procurement, care, housing, use, and disposal. EXCEPTIONS Exceptions to Principles 7-10 may be granted under special circumstances by a panel appointed by the school principal or his or her designee. This panel should consist of at least three individ- uals, including a science teacher, a teacher of a Conscience subject, and a scientist or veterinarian who has expertise in the subject matter involved.' At least one panel member should not be affili- ated with the school or science fair, and none should be a member of the student's family. April 1989 ' In situations where an appropriate scientist is not available to assist the student, the Institute of Laboratory Animal Re- sources (ILAR) might be able to provide referrals. Write to ILAR, National Research Council, 2101 Constitution Avenue, NW, Washington, DC 20418, or call (202)334-2590.

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appropriate care