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Classroom animals provide more than just science education

Herbert, Elizabeth and Lynch, Julianne 2017, Classroom animals provide more than just science education, Science and education, pp. 1-17, doi: 10.1007/s11191-017-9874-6.

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Title Classroom animals provide more than just science education
Author(s) Herbert, ElizabethORCID iD for Herbert, Elizabeth orcid.org/0000-0001-5990-5099
Lynch, JulianneORCID iD for Lynch, Julianne orcid.org/0000-0003-3180-8224
Journal name Science and education
Start page 1
End page 17
Total pages 17
Publisher Springer Netherlands
Place of publication Amsterdam, Netherlands
Publication date 2017-02-25
ISSN 0926-7220
Keyword(s) classroom animals
science curriculum
biological education
primary school
humane education
child emotional development
Summary Keeping classroom animals is a common practice in many classrooms. Their value for learning is often seen narrowly as the potential to involve children in learning biological science. They also provide opportunities for increased empathy, as well as socio-emotional development. Realisation of their potential for enhancing primary children’s learning can be affected by many factors. This paper focuses on teachers’ perceptions of classroom animals, drawing on accounts and reflections provided by nineteen participants located in an Australian primary school where each classroom kept an animal. This study aims to progress the conversation about classroom animals, the learning opportunities that they afford and the issues they present. Phenomenographic analysis of data resulted in five categories of teachers’ perceptions of the affordances and constraints of keeping classroom animals.
Notes In Press
Language eng
DOI 10.1007/s11191-017-9874-6
Field of Research 130202 Curriculum and Pedagogy Theory and Development
1302 Curriculum And Pedagogy
2202 History And Philosophy Of Specific Fields
Socio Economic Objective 0 Not Applicable
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, Springer Science+Business Media
Persistent URL http://hdl.handle.net/10536/DRO/DU:30091526

Document type: Journal Article
Collection: School of Education
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Created: Sat, 25 Feb 2017, 16:45:23 EST

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