Effects of live animals vs. preserved specimens on student learning
Publication Type: |
Journal Article |
Year of Publication: |
1989 |
Authors: |
Kenneth P. Sherwood, Sharon F. Rallis, James Stone |
Publication/Journal: |
Zoo Biology |
Publisher: |
A Wiley Company, Inc., Wiley Subscription Services |
Keywords: |
affective, cognitive, contact animals, education, elementary students, retention |
ISBN: |
1098-2361 |
Abstract:
Abstract 10.1002/zoo.1430080112.abs Fourth-grade students (292 in all) were tested to determine if handling live animals influences cognitive and affective learning to a greater extent than handling preserved specimens. Live and dried exoskeletons of horseshoe crabs (Limulus polyphemus) and sea stars (Asterias forbesi) were used as contact animals. All students were 1) pre- and posttested; 2) participants in a teacher-directed, “touch-and-feel” lecture; and 3) given a “retention” test 6 weeks following contact. Results indicated that short- and long-term cognitive learning took place when students handled either live or dried animals. However, gains in short- and long-term affective learning (measured by changes in attitude) were achieved only when students handled live animals.