Humane Education Commons^™

High School Science Fairs: Evaluation Of Live Animal Experimentation--The Canadian Experience, Harry C. Rowsell

Education Collection

When the Canadian Council on Animal Care was established in 1968, the Council, together with representatives from the Canadian Veterinary Medical Association in concert with the Youth Science Foundation, recognized the importance of well-conceived science fair projects involving live animals. It was recognized as well that poor science encouraged poor attitudes toward the animals involved, as well as a misunderstanding of scientific investigation. Numerous schemes were tried in an effort to ensure development of proper scientific investigational attitudes as well as a respect for living things. These will be discussed, outlining where such schemes failed.

In May, 1975, Regulations for …

Science Youth Activities And Animal Experimentation, E. G. Sherburne Jr.

Education Collection

Science youth activities (extracurricular science activities) involve millions of young people at the elementary and secondary school level. Such activities are popular with young people and with teachers because they offer values different from those provided by classroom work and the required laboratory. National science youth activity programs include science fairs and the International Science and Engineering Fair, the Science Talent Search, and a number of other programs. For activities involving research, animals have been increasingly used because of the increased sophistication of the students doing the work. While some projects using vertebrates may be done poorly, it is suggested …

Special Report On The Use Of Animals In School Science Projects

Special Reports

When 28 students are rewarded in national competition for projects that caused pain to animals, it is clear that humanitarians still have a great deal of work ahead of them.

The Misuse Of Animals In The Science Classroom, Richard K. Morris

Education Collection

At The HSUS Conference held in Washington in 1961, Dr. James T. Mehorter of the University of Vermont declared " ... our historic failure in humane education revolves about two points: (a) a philosophy, and (b) a psychology." Seven years later, as moderator of a panel discussion on humane education, I pointed out that there was a need for research leading to a defensible philosophy of humane education and research into the psychological effects on young people of violence on television, gun clubs in the schools, and of elementary and secondary school experiments on living animals. This "historic failure" is …