for Primary Schools

ANIMAL EXPERIMENTATION AND

SCIENTIFIC LITERACY
by Kafalı Candan, Bozlar Bengü
This Learning Scenario is developed within the Three Rs and Animal Use in Science Project. The Project
aims to promote alternatives to animal testing and the Three Rs through education and has been
initiated by the European Commission’s Joint Research Centre (JRC) and supported by the European
Parliament under a Preparatory Action entitled “Promoting alternatives to animal testing”. The project
is coordinated by European Schoolnet (EUN) on behalf of the JRC.

Contact information

European Commission, Joint Research Centre (JRC), Chemical Safety and Alternative Methods Unit (F3)
Via e. Fermi 2749, I-21027 Ispra (VA), Italy
Email: JRC-F3-ENQUIRIES@ec.europa.eu
EU Science Hub
https://ec.europe.eu/jrc

This document has been prepared for the European Commission; however, it reflects the views only of
the authors, and the European Commission is not liable for any consequence stemming from the reuse
of this publication.
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© European Union, 2022

Attribution CC BY 4.0
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Chief editors: Ahs, Eva; Berggren, Elisabet; Bowe, Gerard; Deceuninck, Pierre; Holloway, Marcelle
Editors: Vasylchuk, Lyubov; Salim, Isidora

Authors: Kafalı, Candan; Bozlar, Bengü

Cover page: adapted from © [©AdobeStock_388567400]. Source: [stock.adobe.com]

1
 ANIMAL EXPERIMENTATION AND SCIENTIFIC LITERACY
A Three Rs Learning Scenario
Author(s)
Kafalı Candan and Bozlar Bengü

Summary
This learning scenario aims to help students understand and differentiate good science from bad
science (fake news, pseudoscience, etc.), while pupils acquire knowledge on animal experiments and
animal welfare. Students comprehend how science works by carrying out a survey about the use of
animals in scientific experiments in their own school and analyzing the results as a final activity.
‘Animal use in science’ refers to animals which are used in basic and applied research, development or
production of medicines, and testing of chemicals, food additives and other products to make sure they
are safe.
The Three Rs stands for the replacement, reduction and refinement of animal use in science.
Anyone using animals for scientific purposes in the European Union must apply the Three Rs under EU
law (Directive 2010/63/EU).
Animal testing is banned under the EU legislation on cosmetics.

Key elements
Overview
Subject Biology, Environmental Science, Ethics, Ecology, Science Literacy, Physics, Math,
Technology, Art
Topic Scientific Literacy
Age of students 9-11 years old
Preparation time 80 min
Teaching time 8 lessons x 40 min
Online teaching • Three Rs test game. Wisc-Online OER. https://www.wisc-
material online.com/users/europeanschoolnet/games/192838/three-rs-test-game
• https://www.wisc-online.com/
• https://padlet.com/dashboard
• https://www.google.com/forms/about/
• https://www.microsoft.com/en-gb/microsoft-365/online-surveys-polls-
quizzes
• https://www.surveymonkey.com/
• https://kahoot.it/
• https://answergarden.ch/1941019
• https://www.canva.com
• Laptops, mobile phones and tablets with internet connection
• Three Rs Education and Training Learning Scenarios
European Commission, Joint Research Centre (JRC) (2020): Three Rs
Education and Training Learning Scenarios. European Commission, Joint
Research Centre (JRC) [Dataset] PID: http://data.europa.eu/89h/5803050b-
bdc4-4032-bbda-f794a0fc58c0
• Storyboard for developing the Three Rs educational resources
Holloway, M., Berggren, E., Dura, A., Gribaldo, L., Whelan, M., Storyboard
for developing Three Rs education resources – Replacement, Reduction,
2
Overview
Refinement of animal use in science, European Commission, Ispra, 2021,
JRC124054: https://joint-research-
centre.ec.europa.eu/document/download/4ba5b3b1-2593-4b31-b5e7-
0a8219a2d8f7_en?filename=Storyboard
Offline teaching Projectors, paper, pen
material
Resources used Videos
• Goldacre, B. (2011, September 29). Battling bad science [Video]. TED Talks.
https://www.ted.com/talks/ben_goldacre_battling_bad_science?fbclid=IwA
R0V8MkAinCJh3XTuxK8xBHkZk7MjohD-rJDORzFBWUezdYGZB2x-89VXSg
(14:03, English with subtitles in many languages)
• EFSAchannel. (2017, July 10). Can we do science without animal testing?
[Video]. YouTube. https://www.youtube.com/watch?v=2hxUMpYFo_Y
• RSPCAEducation. (2014, November 6). Lesson starter: Research animals
[Video]. YouTube. https://www.youtube.com/watch?v=WEuvgJMinqY
• Understanding Animal Research. (2015b, December 14). Dispelling myths
around animal research [Video]. YouTube.
https://www.youtube.com/watch?v=Nd-5bt-SmiQ
Websites
• Search our Three Rs resource library. Search Our Three Rs Resource Library |
NC3Rs. https://www.ncThree Rs.org.uk/Three Rs-
resources/search?resource_type%5b%5d=491
• Films and slide shows of procedures on laboratory animals. Norecopa.
https://norecopa.no/education-training/films-and-slide-shows - material for
teachers. Don’t allow students to freely browse the material, since it has
sensitive materials, not for primary school students.
• Ethics and the use of laboratory animals. Norecopa.
https://norecopa.no/more-resources/ethics
• The Three Rs: What are Medical Scientists Doing about Animal Testing?.
Frontiers for Young Minds.
https://kids.frontiersin.org/article/10.3389/frym.2018.00044
• Winston, R. (2007). Medical advances and animal research: The contribution
of animal science to the medical revolution: some case histories. RDS:
Understanding Animal Research in Medicine and Coalition for Medical
Progress. http://www.pro-test.org.uk/MAAR.pdf
• How animals help scientists in research – and how research helps animals in
return. https://kids4research.org/
• International Federation of Library Associations and Institutions (IFLA).
(2017, March 13). IFLA Repository: How To Spot Fake News.
https://repository.ifla.org/handle/123456789/167
• Alternatives to Animal Testing. (2022, February 9). PETA.
https://www.peta.org/issues/animals-used-for-
experimentation/alternatives-animal-testing/
• Bad Science. (2020, April 16). The Franklin Institute.
https://www.fi.edu/bad-science
• SCSU Hilton C. Buley Library: Fake News, Bad Science, and Predatory
Journals: Information Evaluation for the Academic: Bad Science.
https://libguides.southernct.edu/ta2017fakenews/badscience

3
 Overview
• A Rough Guide to Spotting Bad Science. (2015b, June 30). Compound
Interest. https://www.compoundchem.com/2014/04/02/a-rough-guide-to-
spotting-bad-science/
• Weiss, C. (2013, March 7). 5 Bad Scientific Studies That Fooled Millions. Mic.
https://www.mic.com/articles/28940/5-bad-scientific-studies-that-fooled-
millions
• Overview of European Three R Centres. https://norecopa.no/databases-
guidelines/overview-of-european-Three R-centres
• How to Do a Survey. https://www.mathsisfun.com/data/survey-
conducting.html
• The Three Rs and Animal Use in Science. Scientix.
http://www.scientix.eu/projects/steam-partnerships/3rs#resources

Aim of the lesson

• Students can illustrate the relation between science and society on an ethical basis.
• Students can illustrate the importance of scientific research in a healthy lifestyle.
• Students can formulate answers on sustainability problems concerning animal welfare.
• Students can think critically about emotions vs facts in animals used in science.
• Students can formulate well-built arguments in a critical debate.

Trends
Collaborative learning, Student centered learning, Peer learning, Project-based learning, Mobile
learning, Open-source learning, Social-media learning, STEM learning

21st century skills

Critical thinking, Communication and collaboration, Media literacy, Information, Media and
Technology Skills

STEM Strategy Criteria

Elements and criteria
Instruction
Personalization of learning
Problem and project-based
learning (PBL)
Inquiry-Based Science
Education (IBSE)
Curriculum implementation
Emphasis on STEM topics
and competencies
Interdisciplinary instruction
How is this criterion addressed in the learning scenarios
In this LS, there are activities such as games, research, drawings, designs and
group work that will appeal to students' different abilities and interests.
Students take an active role in this process and develop their collaboration,
communication, critical thinking, problem solving, and media literacy skills.
In the LS, students question the misconceptions known as good science and
thus encounter the concept of bad science. Students learn how good science
works during the research and when analyzing the results of this research.
In the learning scenario, cooperation between different disciplines is made
and it is aimed to develop STEM literacy of students
STEM topics in the learning scenario:
Biology: Body structure of animals & humans, genetics, cells, tissues and organs
Physics: Alternative methods to animal experiments.
Chemistry: Alternative methods to animal experiments, chemical substance
interactions.
Mathematics: Analysis of survey results and statistical studies.

4
Elements and criteria
Contextualization of STEM
teaching
Assessment
Continuous assessment
Personalized assessment
Professionalization of staff
Highly qualified
professionals
Existence of supporting
(pedagogical) staff
Professional development
School leadership and culture
School leadership
High level of cooperation
among staff
Inclusive culture
Connections
With industry
With parents/guardians
With other schools and/or
educational platforms
With universities and/or
research centers
With local communities
School infrastructure
Access to technology and
equipment
High quality instruction
classroom materials
How is this criterion addressed in the learning scenarios
Technology: Use of Web2.0 tools, graphic design.
Environmental Science and Ecology: Sustainable science and resources.
Non-STEM topics: Ethics, psychology, art, language.
Non-STEM topics in the Learning Scenario:
Ethics: Ethical rules when conducting a scientific study, consent form before
applying the questionnaire, ethics in animal experiments.
Psychology: Animal welfare in animal experiments.
Art: Creating infographics and posters with Canva tool or on the paper.
Language: Effective language and expression skills when making presentations.
This Learning Scenario brings together the STEM disciplines specifically for
animal experimentation and animal welfare, which is a real-life subject.
There are assessments at every stage of the Learning Scenario:
- Pre-assessment about bad science at the beginning.
- Game assessment of Three Rs principles.
- Assessment to measure the research results and the quality of the survey.
There is a final assessment that measures the achievements of the LS.
This learning scenario encourages teachers to conduct research on animal
welfare and animal experiments that include different disciplines.
While implementing this LS, support can be obtained from the Computer
Technologies department of the school to facilitate the use of technological
tools and Web2.0. Cooperation can be made with the Psychological Support
Department on ethics in animal experiments. Support can be obtained from
school administrators so that students can apply surveys at school.
This learning scenario encourages teachers to take the necessary training and
courses to gain more advanced pedagogical knowledge, to use online tools
more in their lessons, and to develop their STEM education skills.
This learning scenario allows school management to focus on STEM education
and the management team to foster a high level of collaboration among staff.
This LS encourages collaboration between physics, chemistry, biology, math
and technology teachers.
Collaboration of teachers of different disciplines and school administration in
the LS ensures that different ideas are respected & success or failure is shared.
This learning scenario shows that the tools and equipment used in alternative
methods to animal experiments are related to industry and technology.
Students exchange ideas with their families about animal experiments and
animal welfare and write their opinions on the padlet board.
In this learning scenario, the teacher can bring their students together with an
expert from a Three Rs centre.
In this learning scenario, the teacher can bring their students together with an
expert from a university.
In this LS, students will conduct a survey that reflects their school's view on
animal experimentation and animal welfare. They can then apply this survey
for the local community as well.
This learning scenario requires internet access at school and the use of tools
such as computers or tablets.
The fact that the school can provide a computer or tablet for each student
increases the efficiency of the learning scenario.
5
Lesson Plan
Name of activity Procedure Duration
Good Note to teacher: The Tree Rs stands for Replacement, Reduction and 40 min +
Science/Bad Refinement of animal use in scientific research, and each of these 40 min
Science principles includes different methods for its implementation in (80 min)
practice. This Learning Scenario will focus on the Reduction
principle of the Three Rs. This principle refers to minimizing the
number of animals used per study, and there are several methods
to achieve this (for more information teacher can consult: Animals
used for scientific purposes - Environment - European Commission.
https://ec.europa.eu/environment/chemicals/lab_animals/Three
R/alternative_en.htm). One of the methods of reducing the use of
animals in scientific research includes reflecting on and using the
data obtained in previous research, in order to do so scientists need
to be able to determine the validity and replicability of that
research. Through the activities included in this Learning Scenario,
students will learn how to recognize and differ bad from good
science, consider their own bias and critically think about the
validity of their own research.
The teacher starts the lesson with a Kahoot quiz that shows
examples of common misconceptions and bad science in everyday
life (quiz questions can be found in Annex I):
https://create.kahoot.it/details/479c3811-d540-4b46-8f04-
31814d008dc5
After allowing students to answer all the questions, the teacher and
students should together check the correct answers to these
misconceptions on the website https://www.fi.edu/bad-science.
Teacher should play the videos included on the website. The videos
represent common misconceptions and the truth about them.
Teacher should have a short discussion with students about each
video checking their understanding and their opinion on the topic.
Note to teacher: In case the classroom is not equipped with enough
devices, the teacher should perform the quiz orally, where they
would ask the question and students would raise their hands or
stand up if they think the misconception is ‘True’.
After the videos are shown and the discussions, teacher should
provide students with the list of examples of good and bad science
and the differences between them (provided in Annex II). Before
providing students with the list of examples of bad science, teacher
can ask students some of the questions below:
• Do you know some common fake news or conspiracy
theories?
• How do you think they emerged?
• Why do you think people believe in them?
Note to teacher: for the youngest learners, the teacher should
simplify the questions: do you know what fake news is? Did you hear

6
Name of activity Procedure Duration
any fake news? Why do you think people create fake news? Why do
we tend to believe it?
The teacher should facilitate the discussion allowing students to
express their thoughts and giving them explanations when needed.
The videos and resources listed below can help the teacher to
facilitate the discussion and provide some information about fake
news, how it works and how we can protect ourselves against the
phenomenon and be able to spot ‘bad science’ practices:
• Infographic by the International Federation of Library
Associations https://www.ifla.org/publications/node/11174
• Fake News, Bad Science, and Predatory Journals: Information
Evaluation for the Academic: Bad Science
https://libguides.southernct.edu/ta2017fakenews/badscience
• A Rough Guide to Spotting Bad Science
https://www.compoundchem.com/2014/04/02/a-rough-
guide-to-spotting-bad-science/
• 5 Bad Scientific Studies That Fooled Millions
https://www.mic.com/articles/28940/5-bad-scientific-
studies-that-fooled-millions
Note to teacher: If the teacher finds any of the resources suitable
for their students they should provide them with the handout of
that resource in their mother language. The teacher can translate
the resources using the built in translator in their internet browser.
To complement the lesson, the teacher can use the Additional
Resource: “Spotting Fake News, Identifying Real Information and
Bad Science in the Media and on the Internet” (if they find the AR
suitable fo their students), available on the Three Rs Project website
in the resource section (http://www.scientix.eu/projects/steam-
partnerships/3rs#resources). Since the AR is intended to be used as
a quiz, the questions could transferred and presented as a Kahoot
quiz, or the teacher can present the presentation using a projector
and conduct it as a classroom game. The teacher should put four
letters on the floor, where each letter represents one of the answers
to the question. The teacher reads the question and answers or
projects them on a board, and students have to take their place at
the answer they think is correct.
Animal The topic of animal experimentation and animal welfare is 40 min +
Experimentation presented to students as the subject of the lesson. 40 min +
and Three Rs 40 min
The teacher should start a brainstorming session with students
(120 min)
about what they think animal experimentation is, the teacher
should instruct students to tell or write down on a piece of paper
the first words that come into their mind when they hear animal
experimentation, animal welfare or testing on animals. Teacher can,
also use the Answergarden (https://answergarden.ch/1941019) to
conduct the brainstorming session. If using the Answergarden, the
teacher should ask students to write a word about animal
experiments and animal welfare.

7
Name of activity Procedure Duration
After finalizing the brainstorming session, the teacher should start
a short discussion with students, teachers should facilitate the
discussion and encourage students to explain their views on the
following questions:
• Do you know why animal experiments are done?
• Do we have to use animals in experiments?
• Could there be other methods that would allow us to do
research without using animals?
• If we have to use an animal in a study, what can we do for
the welfare of that animal?
After the discussion, the teacher should present the videos below
and encourage students to express their own ideas after each video:
• Lesson starter: Research animals
https://www.youtube.com/watch?v=WEuvgJMinqY
(English, 00:55)
• Can we do science without animal testing?
https://youtu.be/2hxUMpYFo_Y (English, 03:41, with
subtitles in 4 languages)
• Dispelling myths around animal research
https://www.youtube.com/watch?v=Nd-5bt-SmiQ
(English, 03:37)
Note to teacher: Teacher should decide which videos to show
according to the knowledge of English and sensitivity of their
students. To complement the lesson, the teacher can also use the
Three Rs presentation for primary schools, that can be found on the
Three Rs resource page (http://www.scientix.eu/projects/steam-
partnerships/3rs#resources), to explain the Three Rs principles.
Alternatively, the teacher can bring students together via
videoconference with an expert from the local university or Three
Rs center instead of making their own presentation. Three Rs
European centers and contacts are listed here:
https://norecopa.no/databases-guidelines/overview-of-european-
Three R-centres
At the end of the lesson, the teacher should instruct students to play
a game about the Three Rs. In case the classroom is not equipped
with enough devices, students should be instructed to do the game
as homework:
https://www.wisc-
online.com/users/europeanschoolnet/games/192838/three-rs-test-
game
Note to teacher: The questions from the game can be found in
Annex III. The teacher can translate the questions and create their
own game using the https://www.wisc-online.com/ website or
develop an offline game for their students according to the available
resources. Alternatively, the teacher can ask students to bring a
board and pieces of any board game. In order to move on the board
students, need to answer the question correctly, each correct
answer should allow students to move through a number of places
(for example 3 places forward), if they give an incorrect answer,

8
Name of activity Procedure Duration
they will need to move a certain number of places backwards (for
example 2 spaces backwards).
Lastly, at the end of the lesson the teacher should share the Padlet
link (https://padlet.com/dashboard) with the students and instruct
them to share their ideas and opinions about animal
experimentation and the Three Rs principles at home.
Survey and In this lesson, students should develop and conduct a survey at the 40 min
collect data in school and show the results of the survey with tables and graphics.
school The teacher should introduce students to surveys by asking
questions such as:
• How can we find out what people think about any
important topic?
• How can we find out what the students in our school think
about the food in the new cafeteria?
• How can we find out what students in our school think
about different important topics for the school?
Students should be introduced to the meaning of the word ‘survey’
and with the basic principles how to create and distribute one. The
teacher should use the instructions and example how to create a
survey from this website:
How to Do a Survey. https://www.mathsisfun.com/data/survey-
conducting.html
Related with creating a survey, the teacher should explain the
concept of ethics in research and why it is required to have the
signed consent form from the parents of participants before they
conduct the survey at school. The teacher should prepare the
consent forms in advance and distribute them to the students.
Students should distribute these forms to the people they will
survey.
Before developing the survey, the teacher should form 5 groups out
of students. Each group should set up a research question about the
Three Rs and animal experimentation in society. The teacher should
explain that the research question is an important part of research
that shows the aim of the research, what we want to learn and why
are we doing this research or survey. Some of the examples of
research questions can be found below, but the teacher should
encourage students to come up with their own research questions:
1. Are the pupils in our school aware of the pros and cons of
animal experimentation?
2. Are pet owners in our school more aware of the pros and
cons of animal experimentation/animal welfare?
3. To what extent are the pupils in our school aware of animal
welfare practices in science (considering) their class level?
4. Are the pupils in our school aware that animal experiments
undergo an ethical discussion before being authorized?
5. Does the gender of pupils at your school affect the amount
of awareness that animal testing should be ethical? Are
there differences between girls' or boys' awareness?

9
Name of activity Procedure Duration
The teacher should remind students to pay attention to issues such
as good science, bad science, correct interpretation of results and
sample size, which are discussed in the previous lessons.
Teacher should encourage pupils to generate their own survey
according to their research question either on paper, or by using
Google Forms, Microsoft forms or SurveyMonkey, or any other
online surveying tool:
• https://www.google.com/forms/about/
• https://www.microsoft.com/en-gb/microsoft-365/online-
surveys-polls-quizzes
• https://www.surveymonkey.com/
Examples of questions that can be used for the survey can be found
in Annex IV. Students should be instructed to distribute the survey
they prepared at the school.
Collect data Students should be instructed to collect data from the survey, by 40 min
and Analyze marking how many of their peers choose the specific answer to each
question. The teacher should instruct students to generate one
bar/pie chart each according to the answers. With the help of the
teacher students should interpret the data and make a conclusion.
The teacher should instruct students to conduct the survey and
analyze the data according to the instructions provided on the
website:
How to Do a Survey. https://www.mathsisfun.com/data/survey-
conducting.html.
After each group finalizes their research, they prepare an
infographic or a poster either with online tools such as Canva
(https://www.canva.com) or PowerPoint or just using big paper and
present it with the other groups.
Peer Group After presenting their work each student should fill in the Group 10 min
Evaluation Work Peer Evaluation Form (Annex V).
Discussion When all presentations are completed, each group should evaluate 30 min
their own study according to good and bad science criteria.
The evaluation addresses the following criteria:
• Is our sample size large enough?
• Is our sample biased? Is there a specific gender or age group
that is represented more in the sample?
• Are our questions neutral enough or do they make people
biased causing them to answer differently?
The teacher should instruct each group to evaluate their research
results and the quality of the questionnaire by filling out the form
provided in Annex VI.
All these steps contribute in students gaining an experience on how
good science works and how to avoid bad science and fake news.

10
Assessment

1-Which of the sentences are about good science and which are about bad science?
Based on consistent observation, research and experimental results. (Good science)
Excessive generalizations are used. (Bad science)
Has a skeptical and critical perspective. (Good science)
The subject is examined in all dimensions. (Good science)
Based on inconsistent observations and results. (Bad science)
It is important to have an appropriate sample size. (Good science)
Tries to convince, not to prove it. (Bad science)
Problems, definitions, hypotheses and data are identified. (Good science)
Gains strength by addressing beliefs and emotions. (Bad science)

2- Match the Three Rs principles with given definitions.

Performing experiments with the least Replacement

number of animals

Ensuring the welfare of experimental animals Reduction

Alternative methods that can be used Refinement

instead of animal experiments

3- Which of the following is not one of the issues we should be careful about when preparing and
evaluating a survey?

A- Survey questions should be sufficiently clear and impartial.

B- The survey can be applied to anyone without the need for any consent form.
C- The sample size chosen should match the purpose of the survey.
D- Paying attention to characteristics such as age group and gender.

4- Let's imagine that we are 50 years in the future. Do you think animal experiments are still
continuing? Or what are your impressions of the future and sustainability of animal
experimentation?
Thanks to the alternative methods and new technologies developed, answers are expected as the
animal experiments will decrease and perhaps will disappear completely in the future.

Student feedback
Students should fill in the Feedback Form. (Annex VII)

11
Teacher’s remarks
I have taught topics about animal protection in my class, but never about the Three Rs. Now, at the
end of this teaching and learning adventure, I consider that the Three Rs project touches all the
important curricular subjects in an interdisciplinary learning perspective, it provides powerful models
for integration of science in real life, it triggers students’ natural interest and curiosity in research, it
helps them develop communication, collaboration, and the critical thinking they need to protect all
living creatures.

About the Three Rs Project

The Three Rs project aims to build learning activities to teach school students about the welfare of
laboratory animals and EU legislation, which embodies the Three Rs (Replacement, Reduction and
Refinement). The Three Rs project specifically emphasizes exploring the alternative test methods
which use no animals. Through the learning activities, the project will help students become
compassionate for animals, gain awareness of the alternatives to animal testing, become interested
in ethics in science, and develop their critical thinking and science literacy skills.

12
Annex I

1. Humans use only 10% of our brains

 True
 False

2. Clouds have mass

 True
 False

3. Is sunshine yellow or white?

 Yellow
 White

4. You should drink 8 glasses of water a day

 True
 False

5. Gum takes 7 years to digest

 True
 False

6. Camels store fat in their humps

 True
 False

7. Dogs have cleaner mouths than humans

 True
 False

8. A penny dropped from the Empire State Building will kill you
 True
 False

9. Peanuts are legumes.

 True
 False

10. How long do house flies live?

 For weeks or even months
 One day

Answer key for teachers:

1 – False; 2 – True, 3 – White; 4 – False; 5 – False; 6 – True; 7 – False; 8 – False; 9 – True; 10 – For weeks
or even months

13
Annex II

Good Science Bad Science

Good science is based on consistent Bad science is based on inconsistent

observation, research, and experimental observations and results.
results.

The main purpose of good science is to Bad science has ideological, cultural, or
obtain a more complete understanding of commercial purposes.
the physical world.

Has a skeptical and critical perspective. Tries to convince, not to prove it.

Problems, definitions, hypotheses and data Gains strength by addressing beliefs and
are identified, and scientific research is emotions.
conducted with an appropriate research
model.

The subject is examined in all dimensions. Excessive generalizations are used.

It is important to have a large sample size. it is preferable to have a representative

population in the study.

14
Annex III
List of questions from the game “Three Rs and Animal Experimentation”

How many players?

• 1 payer
• 2 players

Who first defined the Three Rs principles

• Sir Alexander Fleming
• Crick & Watson
• Russell & Burch

Which is not one of the Three Rs principles?

• Replacement
• Reduction
• Repair
• Refinement

Which Three Rs principle describes using the least number of animals possible in experiments?
• Refinement
• Replacement
• Reduction

Which Three Rs principle describes ensuring laboratory animals do not feel pain or discomfort?
• Replacement
• Reduction
• Refinement
Are there some alternative methods that can be used instead of animal experiments?
• No
• Yes
What is the Three Rs principle that describes using alternative methods instead of animal methods?
• Replacement
• Reduction
• Refinement

Which is not an alternative method that can be used instead of animal experiments?
• Organ-on-a-chip
• In vitro
• In silico
• The Draize method

What is the type of alternative method in which cells and tissues are used in the laboratory?
• Using simpler organisms
• In silico
• In vitro
What is the method called where computer models are used instead of animal experiments?
• In silico
• Organ-on-a-chip
• In vitro
In the European Union there are laws protecting animals used in science.
• True
• False

15
Annex IV
Animal Experimentation in Science and Society

1. Have you ever had a pet?

 Yes
 No

2. Do you think animal experiments in laboratories are good for humanity?

 Agree
 Disagree
 Occasionally

3. Do you think animal experimentation has a bad effect on animals?

 Agree
 Disagree
 Occasionally

4. Do you think animal experiments have good effects on animals?

 Agree
 Disagree
 Occasionally

5. Do you think animal experimentation should be based on an ethical assessment?

 Agree
 Disagree
 Occasionally

6. Do you think animals in laboratories are needed?

 Agree
 Disagree
 Occasionally

16
Annex V
Group Work Peer Evaluation Form

Your Name: ________________________________

Partners Name: _____________________________

Criteria: 4-consistently 3- most of the time 2-occasionally 1-seldom

Circle the appropriate grade using the grading criteria above:

4 3 2 1 Worked collaboratively on all parts of the project.

4 3 2 1 Used group time wisely and remained focused.

4 3 2 1 Remained respectful and polite to all group members.

4 3 2 1 Addressed any conflict in the group constructive.

Additional comments: ______________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________

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Annex VI
1- Is your sample size large enough? Is the number of students you applied the survey sufficient to
reflect the views of all students in your school?
(This issue is important because some advertising firms use the following statement: 4 out of 5 people
prefer our product. But many people participated in this study - maybe only 10 people were surveyed)

2- Is your sample biased? Is there a specific gender or age group that is represented more in the
sample?

(This issue is important, for example, while investigating the effects of Covid 19 on humans recently,
it has been observed that they may vary according to age group)

3- Are your questions neutral enough or do they make people biased causing them to answer
differently?

(This issue is important because; In some studies, questions that direct people to reach the desired
answer can be asked)

4- Are your questions clear enough? Are your questions of a quality that every reader can
understand?

(The most important thing for those who will answer your questions is to understand the questions
correctly)

5- Do you have a consent form for your survey? Before starting the survey, did you briefly explain
the purpose of the survey?

(Consent form from parents is required for a survey for people under 18 years of age. In addition, the
person who will answer the questionnaire must know the purpose of the survey so that it can answer
the questions more easily)

18
Annex VII
Student Feedback Form

Circle one number: 1 = completely dissatisfied; 5 = completely satisfied

1- How satisfied are you with your current learning in my class?

1 2 3 4 5

2- How interesting was this topic for you?

1 2 3 4 5

3- What do you find the most beneficial about this course?

4- What do you find the least beneficial about this course?

5- What was the most difficult and boring part for you in this course?

6- What was the easiest and most fun part for you in this course?

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