Involving Live Animals in Science Education: Exploring Cross-Border Practices among Slovenian-Language Primary Schools in Slovenia and Italy

Abstract

Involving live organisms into the educational process is recognized as one of the most effective strategies for younger children to acquire scientific knowledge about animals and develop positive attitudes to them. The described approach provides benefits that extend well beyond science education. Previous research has shown the need for further study of the demographics of educational practices involving animals in various international contexts. Our aim was to determine the current ways this approach is practiced in science lessons at Slovenian-language primary-level schools in Slovenia and Italy. Atotal of 208 primary school teachers completed an online survey, with the majority of responses revealing no significant differences between the two countries. Overall, most teachers reported not including live animals in their lessons at all, while those who employ this approach do so very rarely. The reasons most frequently stated for involving animals were to make students more motivated, encourage their active learning, and develop empathy and respect for living beings. Teachers perceived the biggest barriers to implementing this approach as organizational constraints, concerns with hygiene or allergies, and financial costs. Notably, over one-third of all respondents self-assessed their knowledge of appropriate methodological approaches for including live animals in lessons as very poor or poor. Most teachers stressed the need for training programs on this topic, along with systemic regulation that encompasses professional assistance and suitable conditions for integrating animals into the curriculum. Our results indicate that teachers’ knowledge of methodological approaches, animal care and breeding, as well as animal biology, forms a crucial foundation for incorporating live animals in the educational process.