Abstract:

A swing away from science is a common issue in many countries. With science holding the key to technological advancement and environmental repair, it is essential to nurture a scientific interest and understanding in young children, our future decision-makers. Research suggests that educational activities and novel learning methods enhance students’ learning and perceptions. This study examined whether an educational interaction with zoological specimens can enhance cognitive learning or increase primary-level students’ attitudes towards animals and science. Additionally, attention was drawn to the effectiveness of online learning methods for young pupils. A total of 165 paired questionnaires from primary level students in 3 schools were analysed. Findings indicate significant positive increases in attitude, but not in learning achievements. Thus, zoological specimens can be utilised for enhancing scientific attitudes in primary-level students. The effect of a face-to-face lesson on learning compared to online methods was positive, but the difference was not statistically significant. This taken together with a significant positive effect of a face-to-face lesson on attitude improvements is sufficient to determine the importance of a traditional learning environment for students of this educational level. Additionally, gender differences relating to scientific attitudes and understanding are not apparent at primary level but become clearer at secondary level.

Keywords:

Science, education, zoology, specimens, animals, learning, attitude, STEM, teaching, assessment, primary.