Live Animals in the Classroom

The purpose of this study is to establish the value of having live animals in a life science classroom, with emphasis on the high school classroom. To determine considered value at this time, previous literature was searched for both qualitative and quantitative research on this topic. To determine whether or not teachers and students in the Madison Metropolitan School District view having live animals in the classroom as a valuable component to life science education two surveys were done. The first was given to students in a high school Biology class in the Madison district. The second survey was given to all science teachers in the Madison Metropolitan School District. Results from the surveys were recorded and analyzed. Quantitative data was collected on how many students like having animals in the classroom, how many teachers have animals in their classroom, and what kinds of animals both students and teachers prefer. Quantitative data was also collected on the various reasons teachers do not have live animals in their classrooms and what would have to happen for teachers to maintain live animals at school. Data was also collected to determine whether or not students felt any harm would come to an animal kept in a classroom, and what that kind of harm might be. Qualitative data was collected as to why students preferred certain animals over others, how teachers used the live animals in their classrooms, why teachers did not use live animals in their classrooms, and how teachers studied the animal kingdom without the use of live animals. In addition to the surveys, two people were interviewed who are influential within the district because of their areas of expertise. Bob Hay is the herpetologist for the DNR and an excellent resource person for teachers keeping reptiles and amphibians in their classrooms. Freddi Adelson is the Health Services Coordinator for the Madison Metropolitan School District and is the person teachers go to with any health or safety questions regarding live animals in the classroom. Literature reviewed, data collected from the two surveys, and information collected from the interviews were analyzed to determine the value of having live animals in the classroom. All of the above information was also used to determine the impediments to using live animals and what kind of information is needed to encourage more teachers to use live animals in their classrooms. Results show that there is high value in having live animals in the classroom. Live animals in the classroom contribute to goals set by the National Science Teacher's Association and the National Science Research Council, among others. The major impediments to having live animals in the classroom are time, funding, and health and safety issues. Student aides, environmental clubs, and the assistance of DNR and school health personnel are all viable solutions to these problems