USE OF DISSECTION-RELATED COURSEWARE BY LOW-ABILITY HIGH-SCHOOL-STUDENTS - A QUALITATIVE INQUIRY

This article reports on a naturalistic study conducted with 24 low-ach ieving high school Biology students. Observations and interviews were used to determine how the teacher and students used two different comp uter-based instructional programs on frog anatomy and dissection, and how students conducted a subsequent dissection. Student and teacher op inions were solicited about the different computer-based programs and the dissection laboratory. Findings suggest that dissection can be a v aluable learning experience for low-achieving Biology students when th ey are engaged in group cooperation and interaction and receive adequa te instructional preparation. Results also point to the motivation the se students exhibit toward computer use, to the importance of balancin g learner and program control, and to the value of considering the tea cher as a possible source of both interaction and structure during cou rseware use. Recommendations based on these and other findings are off ered for educators and instructional developers.