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Two questionnaires were administered to teachers and students to measure attitudes toward animal use and dissection and to identify feasible alternatives. Results show curriculum topics involve animal organ dissection, with most students and teachers expressing strong interest, while some report negative emotions. 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Two questionnaires were developed and administered to teachers and students to assess their attitudes towards animal use and dissection, as well as potential alternatives that could be used for replacement. The study revealed that several cited topics in the curriculum involve animal use and organ dissection. The majority of students (60.9%) and teachers (83.3%) had great interest in performing animal organ dissections, stating that it allowed better understanding, long-term knowledge and motivation. A proportion of participants felt negative emotions towards this practice. Many animals groups have been involved especially frogs and mammals. While most of teachers and students quoted that priority should be given to real hands-on experiments, alternatives preferred for replacement were videos and simulations. Animal use in education raises psychological, ethical, and environmental concerns. Hence, there is a need to use animal-free alternatives as they allow the achievement of the learning objectives more effectively and have several advantages over animal use.  \nKeywords: animal use, dissection alternatives, Life Sciences curriculum, teachers’ and students’attitudes  \nINTRODUCTION  \nThe curriculum of Life and Earth Sciences aims to stimulate students’ curiosity about nature and to develop scientific thinking, lifelong literacy and skills through observation and hands-on scientific investigations. Moreover, it focused on developing values and attitudes in regard to conservation of natural resources and ethics arising from the conflicting use of the environment... (Curriculum Development Council, 2002; Ministry of National Education [MNE], 2009) . As the subject matter of Life Sciences is the living world, the use of animals has been a longstanding tradition and considered as a regular part of the curriculum at Secondary School programs (de Villiers, 2010; Kavai, de Villiers, & Fraser, 2017). However, during the last decades, this practice has raised much controversy, particularly in developed countries (Capaldo, 2004; Smith & Smith, 2004; Vollum et al., 2004) .  \nDefenders of animal use assert that hands-on approach is one of most instructive aspects of Life Sciences curriculum and this practice is an absolutely necessary part of an academically rigorous curriculum (Oakley, 2012) . They stated that students have the opportunity to see, touch specimens, explore the various organs and how they work, which result in deep comprehension and gaining skills like problem-solving (Garrison, 2007; National Science Teachers Association, 2008) . It has been reported that gained knowledge and mastered skills from this hands-on practice has more impact, persist longer, and overly perfect alterna","cbCaip7UpZ7SIOlo","https://ap.wps.com/l/cbCaip7UpZ7SIOlo","pdf",731452,12,"English","# Introduction\n## Rationale for animal use in Life Sciences curriculum\n## Ethical and environmental concerns","[{\"question\":\"What was the study’s main purpose regarding animal use?\",\"answer\":\"To explore Morocco’s lower secondary Life Sciences curriculum to determine the current status of animal use and whether it is required for prescribed concepts and objectives.\"},{\"question\":\"How were teachers’ and adolescents’ attitudes assessed?\",\"answer\":\"The study used two questionnaires administered to teachers and students to evaluate attitudes toward animal use and dissection, and to identify potential alternatives.\"},{\"question\":\"Which alternatives were preferred for replacing animal dissection?\",\"answer\":\"Most teachers and students indicated that videos and simulations are preferred as replacements, even though priority was given to real hands-on experiments.\"}]","Animal use in Life Sciences Education - Current Status, Teachers’ and Adolescents’ Attitudes and Alternatives | PDF",1792072929]