Science Education in Primary Students in Ireland: Examining the Use of Zoological Specimens for Learning

Abstract

The COVID-19 pandemic forced many educators out of their traditional settings and into web-based learning environments. Zoos were no different, and throughout the pandemic they strived to reach their supporters using different approaches. By adapting quickly and using outreach activities and online learning, zoos continued to serve society through the pandemic. This study examined whether an in-person educational interaction with zoological specimens can enhance cognitive learning and 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 three 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 with 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 this may become more apparent at secondary level. This research may be used for further investigations into the relationship between age, gender, and scientific learning. It may also be used to support studies examining the effectiveness of zoo outreach programs in schools versus zoo visits.

Keywords

• science
• education
• zoology
• specimens
• learning
• attitude