Studies found that students whose animal-related activities merely involved zoo visits and classroom learning had relatively low knowledge scores and the highest negativistic scores. 

Studies in the United States and Great Britain strongly indicate that regular school curricula, in which learning about animals is divorced from direct experience with animals, has failed to present material in such a way as to promote affective and cognitive learning about animals and the environment (Kellert, 1989; Paterson, 1989).

Conversely, children who participated in live animal activities, spent time birdwatching, belonged to animal-related clubs, or hunted were more appreciative, knowledgeable and concerned about animals.

The difference between the passive (zoos, schools) and active (self-directed and group participation) animal learning activities is that such activities provide opportunities for experiential contact and involvement. This in turn facilitates and enhances the affective and cognitive development of children of all ages (Kellert, 1989).

One often used alternative to the hands-on approach is modeling by an authority figure. 'Modeling' is based on the informational approach to teaching and learning. Subjects are presented with information and are shown an object or animal being held by the speaker. Subjects are expected to modify their behavior or attitudes due to the persuasiveness of the information presented and the perceived credibility or respectability of the presenter.

In studies with snake-phobic adults in laboratory studies, with modeling done by a non-phobic presenter, the adults were able to make some improvement in their attitude towards snakes. When a presenter exhibited fear during the presentation, the modeling failed to produce attitudinal change.

Modeling by peers or respected adults, however, did not effect any attitude change in children (Morgan, et al., 1989).

Some educators advocate the use of preserved specimens and artifacts including bones, skins, shells, and products made from animals such as clothing and accessories. One research study found through posttests that cognitive and attitudinal changes in students who handled preserved specimens were close to the learning and attitudinal changes in students who handled live specimens. This, however, changed somewhat in the later retention testing, the results of which showed that the learners who handled the live specimens retained more information and sustained attitudinal changes, while learners who handled only preserved specimens regressed in their knowledge and attitude. The greatest increase was in the affective domain of those students who handled live specimens (Sherwood, 1989).