Living Animals in the Classroom: A Meta-Analysis on Learning Outcome and a Treatment–Control Study Focusing on Knowledge and Motivation

Hummel, Eberhard; Randler, Christoph

doi:10.1007/s10956-011-9285-4

Cited by 62 publications

(47 citation statements)

References 49 publications

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“…The pupils' attention is not diverted from the issues relevant for the questions. Especially for a goal-oriented teaching, like in the intervention, video clips are very suitable (see also Hummel & Randler, 2011). Otherwise living animals offer a wide range of stimuli that might lead to a less focussed attention and possibly to cognitive overload (Chandler & Sweller, 1991;Paas, Renkl, & Sweller, 2004;Sweller, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…18, December 2012, pp. 2797-2810 objects such as living animals could be beneficial for biology lessons in terms of learning outcome and knowledge acquisition (Gehlhaar, 2008;Hummel & Randler, 2011). Based on Ryan's (2000, 2002) self-determination theory, this study is concerned with the effects of the different 'teaching materials' on students' intrinsic motivation.…”

Section: Introduction and Theorymentioning

confidence: 99%

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Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

Wilde

Hußmann

Lorenzen

et al. 2012

International Journal of Science Education

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The aim of this study was to evaluate the effects of living animals on pupils' intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils' knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N ¼ 74) was taught with living harvest mice (Micromys minutus) and the control group (N ¼ 111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.

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Section: Discussionmentioning

confidence: 99%

Section: Introduction and Theorymentioning

confidence: 99%

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

Wilde

Hußmann

Lorenzen

et al. 2012

International Journal of Science Education

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“…Current educators recognize the value of including animals in the classroom as a way of meeting the developmental and educational goals of their students (Uttley, 2013). Hummel and Randler (2012) describe the conventional wisdom associated with involving living animals in educational practices as "state of the art" in that doing so provides a way to help students deepen their knowledge, pique their interests, and serve as a motivational influence. They further point out that in the large number of papers published there are well worked out examples of how to incorporate animals into a classroom experience and studies on the attitudes of students toward the use of animals in the classroom, as well as a many position papers on the topic.…”

Section: Background On Animals In Educational Settingsmentioning

confidence: 99%

Animals in Educational Settings

Gee¹,

Fine

Schuck

2015

Handbook on Animal-Assisted Therapy

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“…Hummel and Randler (2012) cite as conventional wisdom that the inclusion of living animals (compared to photos or videos of animals), particularly in science education, motivates and fosters deeper learning. Educators also include live animals to address student educational and developmental needs (Uttley, 2013), such as learning turn-taking, developing empathy, and taking responsibility.…”

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confidence: 99%

Human–Animal Interaction Research in School Settings: Current Knowledge and Future Directions

Gee¹,

Griffin

McCardle

2017

AERA Open

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The involvement of animals is almost commonplace in many schools, although actual data documenting the extent and nature of human-animal interaction (HAI) in these settings are sparse. We provide an overview of the existing research and argue that the inclusion of animals in classroom settings can have an indirect effect on learning by directly affecting motivation, engagement, self-regulation, and human social interaction through those activities in which the interaction with animals is embedded. We support this theory with examples from the growing body of work indicating that, under specific conditions, with proper safeguards, HAI activities can benefit both typically developing children and those with developmental disabilities by reducing stress and anxiety and improving social interactions and by enhancing motivation, engagement, and learning.Nonetheless, a more comprehensive evidence base is needed to support this theory and to inform policies and practices for HAI in education settings, activities, and interventions.

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Living Animals in the Classroom: A Meta-Analysis on Learning Outcome and a Treatment–Control Study Focusing on Knowledge and Motivation

Cited by 62 publications

References 49 publications

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

Animals in Educational Settings

Human–Animal Interaction Research in School Settings: Current Knowledge and Future Directions

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