More than 97% of all animal species in the world are invertebrates and, of those, most are insects. This abundant, diverse class of animals—populated by more than one million species and comprising more than half of the world's known species—plays a vital role in keeping Earth's ecosystems functioning. Yet, despite their critical importance, these creatures have, perhaps unfairly, earned a negative reputation. With their fast movements and foreign body shapes, humans have historically viewed insects as disgusting or abhorrent. This study sought insight into children's attitudes toward insects and invertebrates. The researchers hoped the insights could help educators better integrate the ecological role of insects and invertebrates into science education.
Although many studies have used quantitative metrics to assess children's perspectives on insects, this study is quite unique in combining qualitative responses with quantitative data related to this topic. The study's goals were threefold. First, determine statement categories that arise when children comment on pictures of invertebrate species in order to create a framework for use in future qualitative studies. Next, identify insect and invertebrate groupings that emerged from the qualitative data. Last, test potential correlations among emotions of fear and disgust in response to stimuli.
To address these goals, the authors administered a questionnaire to 246 fifth- and sixth-grade students (ages 9 to 13) in Switzerland. The authors presented each child with color pictures of 18 native insects and invertebrates. The authors gave the children no background information related to the organisms; they then asked the children to use a questionnaire to give an “attitude score” to each insect or invertebrate. In addition to the attitude score, the authors asked the children to describe why they had given that attitude score.
In analysis, the authors identified seven positive and nine negative statement categories that encompassed themes emerging from student comments. Positive statement categories included “pretty,” “positive entertainment value,” and “useful.” Corresponding negative categories included “ugly,” “negative entertainment value,” and “harmful.” Based on cluster analysis, authors identified four categorical divisions in the insects, each of which were associated with a dominant emotion. These divisions included: (1) fear-conjuring stinging species, (2) appealing and colorful flying species, (3) peculiar species, and (4) disgust-inducing crawling species. The authors found that the emotions of fear and disgust had a weak, although not significant, correlation, indicating that these are separate emotional responses to insects.
This study's findings have implications for science education related to insects and invertebrates. The authors advise the use of qualitative data and multiple methods in future studies to gain insight into emotions and attitudes toward nature-related topics. The statement categories developed in this study may serve as a sample framework for future qualitative studies on human attitudes toward insects. Further, the authors suggest science education should address prejudicial misunderstandings about insects and invertebrates, such as those that sting or crawl. Strategies to address these stigmas include improving lesson content, teaching accurate information, leading through example by demonstrating positive perceptions, and facilitating personal experiences with regard to insects and invertebrates. If implemented, these strategies may increase support for conservation and sustainable, environmentally related behavior.
The Bottom Line
Qualitative data on children's attitudes toward insects and invertebrates suggest that children feel favorably about colorful flying insects, whereas stinging and crawling insects evoke fear and disgust. Science education can be instrumental in addressing prejudicial stigma against these diverse, ecologically important organisms by facilitating positive, firsthand experiences and leading by example. Such data may be useful when designing science curricula, as they offer insight that helps address prejudicial stigma against these diverse, ecologically important organisms. Well-designed, engaging curricula may help improve children's attitudes toward invertebrates and support pro-environmental conservation behaviors.