​​Unraveling Multispecies Interactions: Caring Relationships With Pets as Sites for Practice-Based Science Learning

• In Event: Connection With More-Than-Human Participants in Science Learning

Abstract

Understanding the lives of creatures presents a formidable challenge due to their experiences eluding human comprehension. This study approached this complexity by considering pets within human homes as a "familiar place" (Tsing, 2012) to appreciate multispecies interactions in "naturecultures" (Haraway, 2003; Fuentes, 2010), emphasizing the inseparable and reciprocal ties between nature and culture in ecological systems. The study delved into the role of care and the use of contemporary learning technologies, in enhancing teens’ practice-based science learning.
Contemporary biologists view life as an "embodied network" (Haskell, 2017), challenging the notion of a distinct separation between humans and nature. Creatures cohabit within ecosystems, engaging in a co-evolutionary circle that shapes each other's existence (Kimmerer, 2016). This perspective advocates for the study of the networked system of human and non-human biological organisms, material technologies (Latour, 1998), and intertwined relationships between the world and perceivers. Emotions, such as care, are acknowledged as relevant to science learning, supported by various biographies (Keller, 1984) and empirical studies (Jaber & Hammer, 2016; Pierson, 2023; Vea, 2020).
Drawing from the above theoretical orientations, we conducted Secret Lives of Pets summer workshops that utilized two Augmented Reality filters, DoggyVision and KittyVision, enabling participants to adopt the perspectives of canine and feline pets (Author et al., 2021; Author, et al., 2023, in press). Subsequently, the teens investigated their pets' sensory experiences and designed artifacts to enhance their pets' lives. In the case study tradition (Stake, 1995), the study addressed the question:
How do caring relationships with pets shape teens' scientific practices at the workshop?
The qualitative analysis of teens' discussions during the workshop yielded several insights into the interplay between caring relationships with pets and scientific practices:
1. Teens recognized the multifaceted ecological and relational dynamics at play in their pets' lives, acknowledging how various elements within the home ecosystem uniquely influenced the pets' well-being and interactions.
2. Investigating the lives of pets necessitated a cautious and iterative approach, as knowledge gained through inquiry was often tentative and conditional, subject to revision based on the preferences and living conditions of the pets.
3. As caring companions to their pets, teens considered pets as research subjects, ensuring accurate observations and valid conclusions. The awareness of the potential impact on their pets' well-being prompted a cautious and persevering inquiry process.
4. The close coexistence of canine and feline pets with humans offered a unique perspective on natureculture. The bond of commitment and personal attachment to the subjects of inquiry provided valuable insights into the intricacies of the natural world.
Our findings underscore the importance of integrating science education within the context of caring relationships. The incorporation of caring, perseverance, critical questioning, attentiveness to complexities, and a willingness to continuously refine understanding enriches the practice-based science learning experience. By recognizing the significance of multispecies interactions, this research contributes to a deeper understanding of the intricate relationships between humans and other creatures within ecological systems, and how science education research should account for, and foster learning about, naturecultures.

Authors

• Priyanka Parekh, Northern Arizona University

• Joseph L. Polman, University of Colorado - Boulder

• R. Benjamin Shapiro, University of Washington