Associate Professor Towson University Towson, Maryland
For most people, the sight of an insect (or their arthropod cousins, such as spiders and centipedes) causes the fight or flight response to avoid interaction with the animal. These negative reactions often result in arthropods being infrequently taught in K-12 science curriculum, with students rarely given the opportunity to interact with these animals in a safe and educational environment, thus fueling their distrust and avoidance of arthropods. Yet with arthropods found on every continent and in every environment on Earth, interaction with them is inevitable, and perhaps students should be taught more about these creatures and given more opportunities to observe them in positive and supportive environment. This study looked to determine if the color of the arthropod provided in these experiences impacted student interest in and amount of importance given to arthropods, including their conservation and protection. College students majoring in elementary education, commonly called pre-service teachers, were given either a set of brightly colored live arthropods (including blue, purple, orange, and green) or a set of similarly sized and shaped dull-colored arthropods (including brown, gray, and black). After observing these animals, which included butterflies, beetles, praying mantids, and tarantulas, pre-service teachers rated their level of interest in arthropods and the level of value they placed on all arthropods. These two experiences were compared to determine if the color of the animal influenced their ratings, which may help entomologists and educators create new ways to positively introduce these organisms to students and the public.
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