Understanding the Reasons Behind Student Dislike for Biology

Among students, biology is often perceived as one of the most challenging and unpleasant subjects. This article delves into the emotional and practical reasons why many students develop a hate for biology, drawing from personal experiences and current practices in education.

The Influence of Intimidating Classroom Experiments

Back in high school, I remember one instance where I participated in a blood typing test. The experiment involved using a stick to prick one's own finger to collect a drop of blood and then placing that drop on a colored test paper. While I found the procedure safe and interesting, not all students felt the same way. Our teacher made a decision to separate the testers from those who chose not to participate, creating a stark divide in the classroom. This separation not only fostered a sense of shame among students who decided against the test but also demonstrated a lack of inclusivity and understanding from an educational standpoint.

Formation of Social Stigma and Shame

The implications of such decisions can be significantly detrimental. In my case, a boy who chose not to participate in the finger prick test regretted this decision for the rest of the school year. He felt socially ostracized and ashamed, contributing to a negative view of himself and his academic choices. This incident demonstrates how experiments, especially those with graphic or potentially invasive procedures, can create an environment of shame and social judgment among students.

The Disgusting Nature of Biological Dissections

Beyond personal choices, the subject of biology, particularly when exploring topics like human dissection and animal dissections, often leads to negative experiences. One of the most striking examples from my high school days was the surgical dissection of beef hearts and pig fetuses as part of the curriculum. The process of dissecting these organs, which once belonged to living organisms, can be deeply unsettling for many students. Even the act of holding the specimen, let alone dissecting it, often leaves students feeling nauseous and psychologically disturbed.

The Psychological Impact on Youth

Several male students went a step further during these dissection activities, leaving bloody handprints on paper as a form of bravado. Not only did this behavior increase the sense of discomfort, but it also perpetuated an environment of shock and fear among students. For impressionable students, such experiences can leave lasting negative psychological impacts, making biology a subject to be dreaded rather than learned.

Need for Responsible and Respectful Educational Practices

To prevent students from developing a hate for biology and to ensure that all students can engage in meaningful and respectful education, teachers and educators must consider the emotional impact of the experiments they assign. Experiments, particularly those involving human or animal tissues, should be conducted with utmost respect and sensitivity towards the students' welfare. Alternative methods, such as virtual dissections or models, can provide the same educational value without the associated discomfort and distress.

Conclusion

Ultimately, enhancing educational practices and considering the emotional well-being of students is crucial. Teachers and educators must strive to create a supportive and inclusive environment where all students feel valued and respected. By doing so, we can help prevent the formation of negative attitudes towards biology and ensure that students develop a love for learning rather than fear.