Beyond the Scalpel: The Power of Reflection in the Pig Dissection Lab
In the science classroom, few experiences are as memorable—or as powerful—as a dissection. But the real learning doesn't stop when the scalpel is put down. In a recent observation of a high school anatomy class, I was reminded that the most meaningful moments in STEM (Science, Technology, Engineering, and Mathematics) education often come through student reflection.
I recently witnessed this in a suburban school in Pennsylvania. As students explored the internal anatomy of a fetal pig, their comments revealed something deeper than the simple identification of organs or mastery of technique. They were processing their growth, their understanding of human biology, and even their own career paths.
The STEM Educator Initiative encourages educators to consider four key indicators of an effective learning environment. The Relevant component of the NEIR© (Normalize, Empower, Inclusive, Relevant) Model emphasizes the importance of providing students with opportunities to reflect on their learning. This reflection helps students consider the significance of what they are learning and how it connects to their own lives. I took a few moments to listen as students shared their thoughts about the experience and what it meant to them.
From Memorization to Meaning
“We studied the human body systems in class, and now I can compare size, structure, and purpose while looking at the pig and diagrams. I feel like I appreciate how much we have learned when seeing the pig in front of me. It makes it feel less like memorization and more about understanding how things work together.”
This student captured what every science teacher hopes for: a shift from rote memorization to deep, conceptual understanding. By physically examining the systems they'd only read about, students connect theory with reality—and that connection makes learning feel purposeful.
Reconsidering the Future
“I think I took this class because there was a chance I would do something medical related. I now think I want to go into business. It is not just dissecting but anatomy in general.”
We often think of science courses as launching pads for future medical professionals, researchers, and STEM professionals broadly—but they can also serve as a mirror for who we are and what we care about. Dissection helped this student clarify his interests and redirect his path. That kind of clarity is invaluable, and it came through honest reflection.
Holding a Heart, Holding Perspective
“I appreciate how small it is. It looks like what I expected after seeing a human heart in lectures and texts.”
Holding a pig heart can elicit an emotional experience. The activity brings to life what students have only seen in diagrams. In this case, it deepened appreciation—not only of biology, but also for the power of science in action. This made the learning more relevant.
Building Confidence Through Practice
“I am more comfortable, but I still do not like the smell. I used to be worried I was making the wrong cuts and it would ruin my dissection. Now I am better at understanding what is bone or tissue, and I learned how to make small cuts at a time. I am better at identifying structures based on textbook descriptions.”
What stands out in this response isn’t just skill development—it’s growth in confidence. This highlights another of the four indicators of the NEIR Model in this classroom. Reflection can “Empower” students by allowing them to recognize their own progress. Dissection became more than a task—it became an opportunity to learn persistence, precision, and resilience.
Why Reflection Matters
Reflection transforms hands-on learning into personal learning. It gives students the chance to step back and ask:
What did I learn?
How did I grow?
What does this mean for me?
By inviting students to reflect, we honor not just their intellect, but their experiences, values, and goals. A dissection isn’t just about organs—it's about helping students understand the systems that make life work and the systems that guide their own learning.
If you're an educator planning a dissection, consider making time for relevant reflection before, during, and after the lab. It’s in those moments of pause that the deepest learning often happens.
These student reflections were collected during a classroom observation in Mrs. Selep’s Anatomy and Physiology class at Avonworth High School.
