Evaluating Children's Conservation Biology Learning at the Zoo

Abstract

2Millions of children visit zoos every year with parents or schools to encounter wildlife 3 firsthand. Public conservation education is a basic requirement for membership in 4 professional zoo associations. However, in recent years there has been increasing 5 criticism of zoos from animal rights groups for failing to demonstrate their averred 6 value for public understanding of conservation and related biological concepts such as 7 animal adaptation to habitats. Indeed, no full-scale study to date has rigorously 8 assessed conservation biology-related learning for the key zoo audience of children. 9The present study represents the largest (n=2839) investigation of the educational 10 value of zoo visits for children aged 7-15 reported worldwide. This research evaluates 11 the relative learning outcomes of educator-guided and unguided zoo visits at London 12 Zoo, both in terms of learning about conservation biology (measured by annotated 13 drawings) and changing attitudes towards wildlife conservation. Results show 41% on 14 educator-guided visits and 34% of children on unguided visits evinced conservation 15 biology-related learning. Negative changes in children's understanding of animals and 16 their habitats were more prevalent in unguided zoo visits. Overall, this study offers 17 evidence of the potential educational value of visiting zoos for children. However, it 18 also suggests that zoos' standard unguided educational provision is insufficient for 19 achieving the best outcomes for visiting children. The study supports a theoretical 20 model of conservation biology learning that frames conservation educators as 21 toolmakers developing conceptual resources to enhance children's scientific 22 understanding. 23

Evaluating the contribution of zoos and aquariums to Aichi Biodiversity Target 1

“…This finding contrasts with Falk et al's (2007) claim that such factors are not important predictors of educational impacts. We found that, in fact, a combination of demographic and within-visit variables predicted the likelihood of improvements in visitors' biodiversity literacy (also see Jensen 2014). Future research should further inform our understanding of "complexity, change over time, and the interwoven and developmental nature of sociocultural variables influencing visitors' appropriation of new ideas" relating to biodiversity and conservation (Dawson & Jensen 2011:137).…”

“…The largest (N = 3018) single‐zoo visitor study to date is a repeated‐measures impact evaluation conducted with schoolchildren 7‐ to 15‐years old visiting London Zoo. Results of this study showed significant aggregate increases in biodiversity‐related learning after a visit to the zoo (Wagoner & Jensen , ; Jensen ). A multi‐institutional research program in the United States (Falk et al ) is probably the largest study of adult visitors to date.…”

Impact of a global biodiversity education campaign on zoo and aquarium visitors

“…), the world's zoos and aquariums are well positioned to contribute to achieving this target (Figure ). Indeed, recent studies have demonstrated the potential educational impacts of these institutions (eg Wagoner and Jensen , ; Jensen ). Additionally, the majority of zoo and aquarium visitors actually arrive at the site with the motivation to learn (Roe and McConney ).…”

“…With more than 700 million annual visits (Gusset and Dick 2011), as well as an explicit commitment to providing environmental education (Barongi et al 2015), the world's zoos and aquariums are well positioned to contribute to achieving this target ( Figure 1). Indeed, recent studies have demonstrated the potential educational impacts of these institutions (eg Jensen 2010, 2015;Jensen 2014). Additionally, the majority of zoo and aquarium visitors actually arrive at the site with the motivation to learn (Roe and McConney 2015).…”

Editorial: Future Perspectives in Conservation Education

“…Under 'Strategic Goal A: Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society', Target 1 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 have never been in a better position to contribute to meeting this target with well-crafted conservation-education programmes where people connect with, experience and consequently care about biodiversity Jensen, 2014;Moss et al, 2015). To support this notion further, I reconstructed the famous conservation statement made by Baba Dioum in 1968, to reflect the change in the thinking around the process that motivates people to take action for conservation.…”