Classroom Animals Provide More Than Just Science Education (original) (raw)
Related papers
2018
Using the human-animal bond, relational ecology, and the “common world” framework as theoretical underpinnings, I set out to better understand the array of settings and experiences wherein young children are able to interact, either directly or indirectly with animals within the context of early childhood environmental education (ECEE). There is opportunity within the discipline of ECEE to reflect on practice and means of supporting children’s engagements with and relations to non-human animals. This approach asserts children and animals as co-creators of children's learning and development. The relationships, nuances, and engagements between child and animal are themselves teachers (Taylor & Pacini-Ketchabaw, 2015). This has important implications as we move into a time where environmental connectedness and interspecies connectedness matter more than ever (Haraway, 2008; Kellert, 2012; Louv, 2007).
A framework within which to determine how we should use animals in science education.
The scope of science is fundamentally to understand the natural (i.e., material, as opposed to aesthetic, moral, imaginary or other) domain. Since one of the more remarkable features of the Earth is the presence of millions of species of organisms, nearly 90 percent of them animals, one might imagine that animals would play a central role in school science education. But this is not the case. Biology curricula are heavily weighted towards humans, and inside and outside of school many students are now exposed to only a few non-human animal species. Here, I seek to provide a coherent framework within which we can consider how animals should be used in science education. To do this, I examine two main issues: (i) the purposes of science education, and (ii) an ethical analysis of how humans should use animals.
Multiple Evaluation Perspectives of the Animals in the Classroom Workshops
1991
The purpose of a study was to demonstrate the value of multiple evaluation perspectives in the development, implementation, and revision of a series of workshops conducted for inservice teachers. In the Animals in the Classroom Program, the content of the workshop concerned a highly charged issue: the appropriate and humane care and use of aninals in the precollege classroom and in student research. To evaluate the program's implementation and impact, qualitative and quantitative information were combined to capitalize on strengths and address the weaknesses of each source of data and converged on a comprehensive picture of the program, rlch in details about the participants' knowledge about the use of animals in education. With the assistance of the Advisory Committee, the workshop coordinator modified the content of the workshop to be appropri?tr., for classroom teachers. The resulting workshops were successful from several perspectives: (1) teachers rated them highly; (2) teachers' comments were very favorable; (3) teachers' knowledge snd classroom practices changed following their participation in the workshop; and (4) knowledge was gained on teachers' and students' attitudes toward animals. Comments from teachers corroborated quantitative results from the rating scales. Analysis of pre-and post-workshop classroom practices included both quantitative and open-ended questions that documented changes of practical significance in how animals were used in the classroom and in student research. The teachers' questionnaire is alp-ended. (KR)
Jurnal Pendidikan Indonesia Gemilang
This research paper examined primary school learners’ knowledge and awareness of wild animals and their habitats before visiting the zoological garden. The study poses two research questions: 1) To what extent do primary school learners demonstrate knowledge and comprehension of wild animals prior to visiting the zoological garden? 2) What is the level of learners' awareness about wild animals’ habitats before visiting the zoological garden? Using a phenomenological approach, the study explored the learners' knowledge and awareness of wild animals. Data was collected through qualitative methods, including drawings, from a sample of six learners aged 10-12 years old. The findings indicate that learners have limited knowledge and comprehension of wild animals and their habitats before visiting the zoological garden. The results also highlight the significance of teachers incorporating information about wild animals’ behaviour and adaptation to their environment when teaching s...
Classroom Pets in Primary School Education: Benefits and Welfare Concerns
Zenodo (CERN European Organization for Nuclear Research), 2022
Young children are intrinsically fascinated with animals from an early age and the role of animals in the life of children has been the focal point of many research articles in the last years, some of which focus primarily on the positive effects of human-animal interactions on child health and well-being. In line with the above, this article discusses the problem of keeping non-human animals as classroom pets in primary school settings. Some of the reported benefits of keeping live animals in the classroom are outlined, as well as the risks and welfare concern associated with such educational practices. The question whether animals are suitable for a classroom environment is specifically addressed in relation to animal welfare and, finally, some recommendations for future pedagogical practices are discussed.
Anatolian Journal of Education
The study aimed to explore Lower Secondary School curriculum of Life Sciences, in Morocco, to establish the current status of animal use and the extent at which it is a curriculum requirement for the introduction of the prescribed concepts and objectives. 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.
2010
"This study investigated the development of new ideas about animals, habitats and the zoo amongst a sample of pupils attending ZSL London Zoo. Results indicate the potential of educational presentations based around zoo visits, for enabling conceptual transformations relating to environmental science. At the same time, the research highlights the vital role of existing cultural representations of different animals and habitats which are confronted by the new ideas introduced during educational visits to the zoo. Wagoner, B. & Jensen, E. (2010). ‘Science learning at the zoo: Evaluating children’s developing understanding of animals and their habitats’. Psychology & Society, 3(1): p. 65-76."
1998
This paper begins with a review of previous research into children's classification schema, specifically with regard to the concept of vertebrate/invertebrate, before citing the details of more recent findings with primary aged children. This research explores the concept of vertebrate/invertebrate and how ideas progress across primary and secondary school. Reasons for the apparent lack of awareness of form and function in animals is considered before making some suggestions for improvements that could be made in the science curriculum for primary schools. (Contains 18 references.) (NB)