Student perceptions after touching vs. holding educational animals

Lauryn Gilmer,Nick Fuhrman

doi:10.37433/aad.v2i2.129

Abstract

Educators often use reptiles as ambassadors of environmental messages during presentations because of their ease of transport and handling. Although learners may be provided opportunities to touch or hold these animals, this presents a variety of safety and liability issues for the learner and animal. Little is known about whether touching or holding an animal influences perceptions of the animal and related environmental issues. This qualitative study investigated the perceptions of 16 fifth grade students who experienced a live, tactile encounter with a corn snake and Eastern box turtle while participating in an educational class using four focus groups. Regardless of whether students touched the snake or turtle, or fully held the animal, participants noted the uniqueness of the experience and their empathy for the animal and its habitat. Students who fully held the animal thought that they learned more during the experience while students who touched the animal mentioned getting to know the animal better, regardless of whether the animal was a snake or turtle. When learners are unable to completely hold a snake or turtle, educators should consider the equally positive outcomes that can result from touching these animals with two fingers and provide opportunities for such experiences.

Highlights

Introduction and Problem StatementMany children in rural and urban areas alike have had little to no experience with native wildlife in their communities
Some suggest that increasing knowledge in youth of the most common local organisms is crucial: in practice, most individuals have far greater opportunities to protect local biodiversity rather than to protect exotic species and learners are more likely to interact with native species on a daily basis (Ballouard et al, 2011; Kreger & Mench, 1995)
More research on the psychological effects of animal encounters is needed as it is still unknown whether varying degrees of contact with the animal may produce even deeper psychological benefits (Daly & Suggs, 2010)

Summary

Introduction and Problem Statement

Many children in rural and urban areas alike have had little to no experience with native wildlife in their communities. More research on the psychological effects of animal encounters is needed as it is still unknown whether varying degrees of contact with the animal (e.g., touch versus complete handling) may produce even deeper psychological benefits (Daly & Suggs, 2010). The purpose of this qualitative study was to investigate the perceptions of fifth grade students who experienced a live, tactile animal encounter while participating in an educational reptile class. We compared touching versus holding an Eastern box turtle (Terrapene carolina) and corn snake (Pantherophis guttatus) on student outcomes Describe any differences in the perceptions that students have of turtles and snakes based on the intensity of their touching encounter

Methods

Findings

F Dog and hermit