The United Nations Strategic Plan for Biodiversity 2011-2020 is a key initiative within global efforts to halt and eventually reverse the loss of biodiversity. The very first target of this plan states that "by 2020, at the latest, people are aware of the values of biodiversity and the steps they can take to conserve and use it sustainably." Zoos and aquariums worldwide, attracting more than 700 million visits every year, could potentially make a positive contribution to this target. However, a global evaluation of the educational impacts of visits to zoos and aquariums is entirely lacking in the existing literature. To address this gap, we conducted a large-scale impact evaluation study. We used a pre- and postvisit repeated-measures survey design to evaluate biodiversity literacy-understanding of biodiversity and knowledge of actions to help protect it-of zoo and aquarium visitors worldwide. Ours was the largest and most international study of zoo and aquarium visitors ever conducted. In total, 5661 visitors to 26 zoos and aquariums from 19 countries around the globe participated in the study. Aggregate biodiversity understanding and knowledge of actions to help protect biodiversity both significantly increased over the course of zoo and aquarium visits. There was an increase from previsit (69.8%) to postvisit (75.1%) in respondents demonstrating at least some positive evidence of biodiversity understanding. Similarly, there was an increase from previsit (50.5%) to postvisit (58.8%) in respondents who could identify actions to help protect biodiversity that could be achieved at an individual level. Our results are the most compelling evidence to date that zoo and aquarium visits contribute to increasing the number of people who understand biodiversity and know actions they can take to help protect biodiversity.

As zoos have sought to further their conservation missions, they have become powerful providers of environmental education. Outside of "formal" education initiatives, such as those designed for school and other organized groups, or structured public talks programmes, much of the learning potential that the zoo has to offer is around the viewing of animals and the response of visitors to them. In this, zoo learning is a very personal construct, develops from the previous knowledge, and experiences and motivations of each individual. In this article, we make the assertion that learning potential, although difficult to quantify, is very much related to the attractiveness of animal species and the interest that visitors show in them. Using standard behaviorist measures of attraction and interest (the proportion of visitors that stop and for how long), we analyzed the relative interest in 40 zoo species held in a modern UK zoo and the variables that are significant in predicting that popularity. Further to this, the suggestion is made that the zoo collection planning process could use such information to make more informed decisions about which species should be housed for their educational value. Taxonomic grouping was found to be the most significant predictor of visitor interest--that is, visitors were far more interested in mammals than any other group--although body size (length), increasing animal activity and whether the species was the primary or "flagship" species in an exhibit or not, were all found to have a significant bearing on visitor interest.

Many South-East Asian bird species are in rapid decline due to offtake for the cage-bird trade, a phenomenon driven largely by consumption in Indonesia and labelled the 'Asian Songbird Crisis'.Interventions aimed at reducing this offtake require an understanding of the spatial and temporal dynamics of the trade. We surveyed the bird-keeping habits of over 3,000 households from 92 urban and rural communities across six provinces on Java, Indonesia, and compared prevalence and patterns of bird keeping with those from surveys undertaken a decade ago. We estimate that one-third of Java's 36 million households keep 66-84 million cage-birds. Despite over half of all birds owned being non-native species, predominantly lovebirds (Agapornis spp.), the majority of bird-keepers (76%) owned native species.Ownership levels were significantly higher in urban than rural areas, and were particularly high in the eastern provinces of the island. Overall levels of bird ownership have increased over the past decade, and species composition has changed. Notably, lovebirds showed a seven-fold increase in popularity while ownership of genera including groups with globally threatened species such as leafbirds (Chloropsis spp.) and white-eyes (Zosterops spp.) also rose sharply. The volume of some locally threatened birds estimated to be in ownership (e.g., >3 million White-rumped Shama Kittacincla malabarica) cannot have been supplied from Java's forests and research on supply from other islands and Java's growing commercial breeding industry is a priority. Determining temporal and spatial patterns of ownership is a crucial first step towards finding solutions to this persistent, pervasive and adaptive threat to the regional avifauna.

Many environmental communication interventions are built on the assumption that increased knowledge will lead to changes in proenvironment behaviors. Our study probes the link between biodiversity-related knowledge and self-reported proconservation behavior, based on the largest and most international study of zoo visitors ever conducted. In total, 6,357 visitors to 30 zoos from 19 countries around the globe participated in the study. Biodiversity understanding and knowledge of actions to help protect biodiversity were significantly related, but only 0.6% of the variation in knowledge of actions to help protect biodiversity could be explained by those same respondents' biodiversity understanding. Biodiversity understanding was only the sixth most important variable in significantly predicting knowledge of actions to help protect biodiversity. Moreover, biodiversity understanding was the least important variable of those that were significantly related to self-reported proconservation behavior. Our study indicates that knowledge is a real, but relatively minor, factor in predicting whether members of the public -zoo visitors in this case -will know about specific proenvironment behaviors they can take, let alone whether they will actually undertake such behaviors.

Zoos exude a certain self-confidence regarding their roles as education providers. Indeed, the education outputs of zoos are, at face value, pretty impressive, with most investing in learning opportunities for leisure visitors, education groups and in some cases, as part of their in situ programs. However, these outputs are not necessarily reliable indicators of the educational achievements of zoos. Quantity does not necessarily equate to quality, just as outputs do not necessarily lead to outcomes. Zoo-accreditation organizations such as the AZA and EAZA offer us clear insight into the strategic vision underpinning the education goals for zoo visitors; a heightened appreciation of the value of biodiversity and a connectedness with the natural world. Unsurprisingly, most zoos have educational goals that ally neatly with the vision of their respective accreditation body. Consequently, we are left with fairly narrow, top-down educational goals. This does not necessarily sit well with what we know about the unpredictability of "free choice" learning in environments such as zoos and aquariums, or what is known about public science communication. Research that seeks to explore the impacts of zoo visits often focuses on evaluating performance based on educational goals and the findings are used as a means of providing evidence of institutional achievement. However, any visitor outcome that falls outside of this narrow range could well be missed by the research. In this article, we propose that research that takes unpredictable and unexpected outcomes into account is necessary and overdue.

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Zoos and aquariums aim to achieve lasting impact on their public audiences' awareness of biodiversity, its value, and the steps they can take to conserve it. Here, we evaluate the long-term educational impact of visits to zoos and aquariums on biodiversity understanding and knowledge of actions to help protect biodiversity. A minimum of two years after completing a repeated-measures survey before and after visiting a zoo or aquarium, the same participants were invited to take part in a follow-up online survey. Despite the small number of respondents (n = 161), our study may still represent the best available quantitative evidence pertaining to zoo and aquarium visits' long-term educational impact. We found that improvements in respondents' biodiversity understanding from pre- to post-visit leveled off, staying unchanged in the follow-up survey. In contrast, the improved knowledge of actions to help protect biodiversity from pre- to post-visit showed further improvement from post-visit to delayed post-visit follow-up survey. These results suggest that the immediate positive effects of a zoo or aquarium visit on biodiversity-related learning outcomes may be long lasting and even help lay the groundwork for further improvements over an extended period of time following the visit.

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