Assessment of the Impact of an Animal Welfare Educational Course with First Grade Children in Rural Schools in the State of Morelos, Mexico

Aguirre, Virginio; Orihuela, Agustı́n

doi:10.1007/s10643-010-0384-2

Cited by 23 publications

(10 citation statements)

References 9 publications

(5 reference statements)

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“…It could be suggested that such a society facilitates increasing awareness of the importance of animal welfare or providing the mechanisms for it to be improved. There is, for example, increasing awareness of the importance of educating children about animals, to prepare them for their role as future consumers (22, 23), and gender equality promotes the role of women who are shown to give higher importance to animal welfare than men (24).…”

Section: Discussionmentioning

confidence: 99%

Animal Welfare and the United Nations Sustainable Development Goals

et al. 2019

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This paper systematically evaluates the extent to which achieving the UN sustainable development goals (SDGs) is compatible with improving animal welfare. The analyses were based on discussion and independent scoring in a group of 12 participants with academic backgrounds within agricultural or veterinary sciences. We considered all categories of animals; those kept for food production, working and companion animals, but also laboratory and wild animals. The strengths of the links between improving animal welfare and achieving an SDG were scored on a 7-point scale, from being completely indivisible, at one end of the scale, to where it is impossible to reach both the SDG and improved animal welfare at the same time. There was good consensus between participants, with the overall scores being positive, indicating that although animal welfare is not explicitly mentioned in the SDGs, working to achieving the SDGs is compatible with working to improve animal welfare. When analyzing the direction of the links, the impact of achieving an SDG was considered, on average, to be slightly better at leading to improved animal welfare, than the impact of improving animal welfare was on achieving the SDG. The exception to this was for SDG 2, dealing with zero hunger. The two SDGs for which there was strongest mutual reinforcing were SDG 12, which deals with responsible production and consumption, and SDG 14, which deals with life below water. Most of the targets under these two SDGs were considered relevant to animal welfare, whereas when all SDGs were considered, 66 targets of the total of 169 were considered relevant. Although the results of this study suggest a mutually beneficial relationship between improving animal welfare and achieving SDGs, this should be confirmed on a wider group of people, for example people from less developed countries and other stakeholders. Showing the relationships between animal welfare and the sustainable development goals helps highlight the importance of animal welfare when implementing these goals in practice. The methodology described in this study could also be useful to researchers working with other societal and environmental issues not yet considered within the overall SDG framework.

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Section: Discussionmentioning

confidence: 99%

Animal Welfare and the United Nations Sustainable Development Goals

et al. 2019

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“…In a previous study [10], we found that a one-hour educational workshop in school classes, focusing on farm animal welfare, significantly increased children’s knowledge about farm animal welfare needs and increased children’s beliefs about animal minds, which are related to compassion towards animals and acceptance of animal cruelty [14]. In-classroom animal welfare education (not focusing on farm animals specifically) has been shown to be effective for improving children’s knowledge about animals, attitudes, and empathy towards animals [15,16,17]. However, the number of studies remains insufficient to make necessary assertions about the effectiveness of classroom-based education programs for improving children’s knowledge about and attitudes towards farm animals.…”

Section: Introductionmentioning

confidence: 99%

The Development and Evaluation of ‘Farm Animal Welfare’: An Educational Computer Game for Children

Hawkins

Ferreira²,

Williams

2019

Animals

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Many children growing up in urban areas of Western countries have limited contact with and knowledge of farm animals and food production systems. Education can play an important role in children’s understanding of farm animal welfare issues, however, most education provided focuses on pets. There is a need to develop new farm animal welfare interventions for young children. This study examines the process of designing, developing, and evaluating the effectiveness of a new theoretically-driven digital game to teach children, aged 6–13 years, about farm animal welfare. ‘Farm Animal Welfare’ aimed to promote children’s knowledge about animal welfare, promote beliefs about animal sentience, and promote positive attitudes and compassion. A quasi-experimental design was carried out, using self-report questionnaires that children (n = 133, test = 69, control = 64) completed in the classroom. Test and control groups were from different schools and the control group did not engage in the intervention. Findings indicate a positive impact on beliefs about animal minds, knowledge about animal welfare needs, and knowledge about welfare in different farming systems, but there was no change in compassion or attitudes about cruelty. This study presents the first evaluation of a digital animal welfare education intervention for children, demonstrating the benefits of incorporating ‘serious games’ into farm animal welfare education. The findings will inform future practice around farm animal welfare education interventions for primary school children.

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“…In the past decades, students' knowledge of animals has become a topic of concern to educational researchers (Aguirre & Orihuela, 2010;Bell, 1981;Bell & Baker, 1982;Braund, 1991;Eloranta & Yli-Panula, 2005;Huxham, Welsh, Berry, & Templeton, 2006;Patrick & Tunnicliffe, 2011, Prokop & Rodak, 2009Ryman, 1974;Storm, 1980;Winkler-Rhoades, Medin, Waxman, Woodring, & Ross, 2010). Beginning in the 1980s, Kellert published a series of articles related to American citizens' attitudes and knowledge of animals.…”

Section: Introductionmentioning

confidence: 99%

Students (ages 6, 10, and 15 years) in six countries knowledge of animals

Patrick

Byrne

Tunnicliffe

et al. 2013

NorDiNa

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This article considers the knowledge students (ages 6, 10, and 15 years) have of animals from a crosscultural perspective. Students from six countries (Brazil, England, Finland, Iceland, Portugal, and the United States of America) were asked to free-list as many animals as possible and state where they had seen or learned about the animals. The results were analyzed and they indicate that 1) Students are aware of animals. 2) Students are more aware of mammals as examples of animals. 3) There is a globally shared folk biological knowledge of animals. 4) Students learn about animals during sociocultural interactions. The educational implications are discussed.

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Assessment of the Impact of an Animal Welfare Educational Course with First Grade Children in Rural Schools in the State of Morelos, Mexico

Cited by 23 publications

References 9 publications

Animal Welfare and the United Nations Sustainable Development Goals

Animal Welfare and the United Nations Sustainable Development Goals

The Development and Evaluation of ‘Farm Animal Welfare’: An Educational Computer Game for Children

Students (ages 6, 10, and 15 years) in six countries knowledge of animals

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