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.

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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This study, conducted over a four-year period at Chester Zoo in the UK, sought to evaluate the impact on visitor behavior and interpretation use that a transition from second- to third-generation zoo exhibit might affect. Visitors spent more time in the newer exhibit (even when allowing for relative floor area) and visitor time budgets suggest a high degree of visitor interaction with different exhibit elements. Specific interpretive elements were analyzed in detail, using quasi-quantitative methods in addition to more standard timing and tracking measures. From this, a proportional relationship between time and visitor engagement is proposed. Areas that were highlighted as under-performing during evaluation were retrofitted with simple, but highly visible, instructional signage and this was found to increase the proportion of visitors that stopped, and how long they stopped in a significant way.

The present and future of biodiversity conservation embraces an interdisciplinary approach. In particular, the acceptance that social factors are a key component to understanding the challenges species and habitats face. Indeed, it is this growing understanding that may lead us to effective solutions to these challenges. Education is the most‐used method employed to try and influence people and their communities. As such, it is widely utilized within conservation programmes around the world. However, the evaluation of educational outcomes is newish to the field of conservation, where so‐called hard science has often dominated. This is, in part, the result of a lack of expertise with such evaluation methods in the conservation field but may also be because differences in culture require more flexibility in an evaluation approach. Here, a flexible approach to evaluation is presented; that is, the use of drawings in the style of Personal Meaning Mapping. In particular, the authors suggest this is one way of transcending the boundaries of culture, language and literacy.

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