2023/08/22 by Priyanka Parekh, Joseph L. Polman, Shaun K. Kane +1 · 1 voice
Biochemistry, Genetics and Molecular Biology · Psychology · Social Sciences · #Animal and Plant Science Education #Geographies of human-animal interactions #Human-Animal Interaction Studies
paper · doi:10.1080/10508406.2023.2228990
openalex publication_date 2023/08/22 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/22
Background Natureculture (Fuentes, 2010; Haraway, 2003) constructs offer a powerful framework for science education to explore learners’ interactions with and understanding of the natural world. Technologies such as Augmented Reality (AR) designed to reveal pets’ sensory worlds and companionship with pets can facilitate learners’ harmonious relationships with significant others in naturecultures.Methods At a two-week virtual summer camp, we engaged teens in inquiring into dogs’ and cats’ senses using selective color filters, investigations, experience design projects, and understanding how the umwelt (von Uexküll, 2001) of pets impacts their lives with humans. We qualitatively analyzed participants’ talk, extensive notes, and projects completed at the workshop.Findings We found that teens engaged in the science and engineering practices of planning and carrying out investigations, constructing explanations and designing solutions, and questioning while investigating specific aspects of their pets’ lives. Further, we found that teens checking and taking pets’ perspectives while caring for them shaped their productive engagement in these practices. The relationship between pets and humans facilitated an ecological and relational approach to science learning.Contribution Our findings suggest that relational practices of caring and perspective-taking coexist with scientific practices and enrich scientific inquiry.