20.500.12556/RUL-170436 Odzivi učencev tretjega in osmega razreda na različne žive živali magistrsko delo Reactions of third and eighth grade students to various living animals Obstoječe raziskave o odnosu otrok do živali (Herzog in Burghardt, 1988; Prokop in Tunnicliffe, 2008; Binngießer idr., 2015; LoBue in Adolph, 2019) večinoma temeljijo na posrednih metodah, kot so vprašalniki, slikovno gradivo ali videoposnetki, pri čemer ne vključujejo neposrednega stika otrok z živimi živalmi. Tak pristop ne omogoča zajema spontanih, vedenjskih odzivov, ki so ključni za razumevanje pristne izkušnje ob stiku z živaljo. Zaradi tega metodološkega primanjkljaja, smo se v naši raziskavi odločili za drugačen, izkustveni pristop, v katerem smo učencem omogočili neposreden stik z različnimi živim živalmi. Osredotočili smo se na preučevanje odnosa učencev do živali, zlasti na vprašanje, ali se ta odnos spreminja glede na starost in spol. V raziskavo smo vključili 151 učencev iz oddelkov tretjega (8–9 let) in osmega razreda (13 14 let) osnovne šole, s čimer smo zajeli dve različni starostni skupini, da smo dobili vtis o tem, kako se odnos do živali spreminja s starostjo. Učenci so bili v neposrednem stiku s štirimi vrstami živali (kuncem, voščeno rego, afriškim rožnim hroščem in deževnikom), pri čemer smo opazovali njihove vedenjske odzive. Raziskovanje je potekalo individualno. Vsaka žival je bila predstavljena posebej, v enakem okolju in pod nadzorom raziskovalca. Vedenjski odziv učenca smo ovrednotili s pomočjo petstopenjske lestvice, ki je zajemala stopnjo pripravljenosti na fizični stik (od samoiniciativnega rokovanja brez spodbude do popolnega zavračanja živali). Neposredno, po vsakem stiku, je sledil kratek individualni intervju z vsakim izmed učencev, kjer smo z dodatnimi vprašanji raziskovali njihovo subjektivno doživljanje: kako so se ob stiku počutili in ali so zaznali telesne odzive (npr. pospešeno bitje srca, kurjo polt, nelagodje). Ta del je služil kot dopolnilo k opazovanim vedenjskim odzivom. Rezultati naše raziskave kažejo, da različne vrste živih živali sprožajo različno intenzivne negativne vedenjske in čustveno-telesne odzive. Pri tem se je pokazalo, da nevretenčarji izzovejo več negativnih odzivov kot vretenčarji. Kunec se je tako izkazal za najbolj priljubljeno žival v našem vzorcu in je dosegal najvišji delež pozitivnega vedenjskega in čustveno-telesnega odziva. V nasprotju sta afriški rožni hrošč in deževnik sprožala bistveno več odpora med učenci. Pri deževniku se je med starostnima skupinama pokazala tudi statistično značilna razlika, kjer so se starejši učenci odzivali izrazito bolj negativno. Predvsem pri osmošolcih se je kot pomemben dejavnik izkazal tudi spol. Deklice so v večji meri navajale gnus, izražale odpor in telesno nelagodje ob stiku z nevretenčarji. Najizrazitejša razlika med spoloma se je pokazala pri afriškem rožnem hrošču, kjer so deklice izrazito redkeje prijele žival in pogosteje poročale o negativnih občutjih, kot so odpor, kurja polt ali celo strah. Podobni trendi so se pokazali tudi pri deževniku. Pri tretješolcih statistično značilnih razlik med spoloma ni bilo zaznati, kljub temu pa so deklice nekoliko pogosteje poročale o negativnih čustveno-telesnih odzivih ob stiku z voščeno rego. Ugotovitve kažejo, da se odnos do živali s starostjo spreminja, kar se odraža v povečanju negativnih vedenjskih odzivov, predvsem do nevretenčarjev. Obenem pa se, predvsem pri starejših učencih, kažejo tudi razlike v spolu. Medtem ko so bile ugotovitve prejšnjih raziskav o vplivu starosti in spola pogosto neenotne in so temeljile večinoma na posrednih metodah, je 7 naša raziskava s pomočjo neposrednega stika z živalmi omogočila natančnejše opazovanje vedenjskih odzivov učencev. Skladno s tem, se je neposreden stik z živalmi izkazal kot dragoceno orodje pri razumevanju otrokovega odnosa do živali, zato je nujno, da se tovrstne aktivnosti sistematično vključujejo v vzgojno-izobraževalni proces. Pomembno pa je, da te dejavnosti potekajo v okolju, ki zagotavlja varnost otrok in dobrobit živali. Učitelji in drugi strokovni delavci v vzgoji in izobraževanju morajo biti ustrezno usposobljeni za izvajanje tovrstnih dejavnosti, saj s svojim delom pomembno prispevajo k oblikovanju družbe, ki temelji na empatiji, sprejemanju raznolikosti in spoštljivem odnosu do vseh živih bitij in narave na splošno. Existing studies on children's attitudes toward animals (Herzog and Burghardt, 1988; Prokop and Tunnicliffe, 2008; Binngießer et al., 2015; LoBue and Adolph, 2019) have largely relied on indirect methods, such as questionnaires, visual materials, or video recordings, without involving direct interaction between children and live animals. Such approaches do not allow for the observation of spontaneous behavioral responses, which are essential for understanding the genuine emotional experience of animal encounters. To address this methodological limitation, our study adopted an experiential approach that enabled pupils to engage in direct contact with various live animals. We focused on examining pupils' attitudes toward animals, particularly whether these attitudes vary according to age and gender. The study included 151 pupils from third (8–9 years) and eighth grade (13–14 years) of primary school, representing two distinct age groups. The aim was to gain insight into how children's attitudes toward animals change with age. Each pupil was individually exposed to four animal species (a rabbit, a waxy monkey frog, an African flower beetle, and an earthworm), during which their behavioral responses were observed. Each animal was introduced separately, in a consistent setting and under the supervision of the researcher. Behavioral responses were assessed using a five-point scale reflecting the degree of willingness to make physical contact with the animal — ranging from spontaneous handling without encouragement to complete refusal. Immediately after each interaction, a brief individual interview was conducted with each pupil, to explore their subjective experiences: how they felt during the encounter, and whether they noticed any physical reactions (e.g., increased heart rate, goosebumps, discomfort). This part of the research served as an addition to the observed behavioral data. The results of our study indicate that different animal species evoke varying levels of negative behavioral and emotional-physical responses. In particular, invertebrates elicited more negative reactions than vertebrates. The rabbit proved to be the most popular animal in our sample, generating the highest proportion of positive behavioral and emotional responses. In contrast, the African flower beetle and the earthworm triggered significantly more aversion among pupils. A statistically significant difference between age groups was observed in the case of the earthworm, with older pupils responding more negatively. Gender also emerged as an important factor, particularly among eighth-grade pupils. Girls more frequently reported feelings of disgust, aversion, and physical discomfort during contact with invertebrates. The most pronounced gender difference was observed with the African flower beetle, which girls were significantly less likely to touch, and more likely to describe the experience using negative emotional and physical terms, such as disgust, goosebumps, or even fear. Similar patterns were observed with the earthworm. Among third-grade pupils, no statistically significant gender differences were detected, although girls somewhat more frequently reported negative emotional-physical responses when interacting with the waxy monkey frog. 9 Our findings suggest that children's attitudes toward animals change with age, as reflected in an increase in negative behavioral responses, especially toward invertebrates. Gender differences also become more pronounced in older pupils. While previous research findings regarding the influence of age and gender have often been inconsistent and based mostly on indirect methods, our study enabled more accurate observation of pupils' behavior through direct interaction with animals. Accordingly, direct contact with animals proved to be a valuable tool for understanding children's attitudes toward animals. We therefore emphasize the importance of systematically incorporating such experiences into the educational process. These activities must be conducted in an environment that ensures the safety of children and the well-being of animals. Teachers and other education professionals should receive appropriate training to carry out these activities, as their role is crucial in fostering a society rooted in empathy, acceptance of diversity, and a respectful relationship with all living beings and the natural world. Učenci Odnosi med človekom in živaljo otroci najstniki odnos do živali odziv na žive živali predsodki do živali strah do živali žive živali v izobraževanju children adolescents attitudes toward animals reactions to live animals animal-related prejudices fear of animals live animals in education true false false E. Cizl Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-07-05 08:30:49 2025-07-05 08:31:05 2025-07-15 10:03:26 0000-00-00 00:00:00 2025 0 Ljubljana 0 Ljubljana 54 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 59(043.2) 185053 242550019 40973.pdf 40973.pdf 1 B8726DDEA64333D3F2ABA5630027191A 545137e3e64f6ef6f8a5a301779a315762e67f94311273aca5788d2e34fb55c1 b8dc658b-5967-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=212437 Pedagoška fakulteta 0 0 0