Effects of live animals vs. preserved specimens on student learning

Fourth‐grade students (292 in all) were tested to determine if handling live animals influences cognitive and affective learning to a greater extent than handling preserved specimens. Live and dried exoskeletons of horseshoe crabs (Limulus polyphemus) and sea stars (Asterias forbesi) were used as contact animals. All students were 1) pre‐ and posttested; 2) participants in a teacher‐directed, “touch‐and‐feel” lecture; and 3) given a “retention” test 6 weeks following contact. Results indicated that short‐ and long‐term cognitive learning took place when students handled either live or dried animals. However, gains in short‐ and long‐term affective learning (measured by changes in attitude) were achieved only when students handled live animals.