Student perceptions after touching vs. holding educational animals

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.