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

Abstract

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.

Public Support for Biodiversity After a Zoo Visit: Environmental Concern, Conservation Knowledge, and Self‐Efficacy

“…We termed this variable "biodiversity definition." This is similar to the definition of biodiversity knowledge used by Moss et al (2014), although their measure had five steps. There were no differences between those on their way into the zoo and those on their way out in the accuracy of their biodiversity definition (t = 1.5, df = 170, p = .12).…”

“…Besides their direct conservation mission, they devote attention and effort to environmental education (http://www.waza.org/en/site/about-waza/wha t-we-do; Khalil and Ardoin 2011). Indeed, research has shown that zoo visits can increase knowledge (Falk et al 2007;Khalil and Ardoin 2011;Moss et al 2014). A recent worldwide survey of over 6000 participants found an increase in biodiversity understanding as well as awareness of actions that could be taken to protect biodiversity from the beginning to the end of the zoo visit (Moss et al 2014).…”

“…Environmental education is asked to help individuals not only to acquire knowledge but also to eventually adopt environmental behaviors in their everyday lives (UNESCO, 1978). As Moss et al (2014) acknowledge, knowledge gained from a zoo visit may not translate directly into individual behavioural change. Nonetheless, education in a zoo setting has the potential to increase concern and engagement.…”

“…Clayton et al (2014) reported that zoo visitors scored higher on concern about climate change compared to the general U.S. public, and Powell and Bullock (2014) found that emotional response to the animals was positively correlated with support for environmental conservation. As described above, Moss et al (2014) specifically asked zoo visitors to describe their understanding of biodiversity and actions they could take to save animal species. To increase relevance to the broader global crisis, we asked participants in the current study for their understanding of, and concern about, biodiversity.…”

Relación Escuela – Zoológico: Posibilidades Y Desafíos en La Práctica Y en La Investigación

“…Particularmente, en el abordaje del concepto biodiversidad en espacios no formales de educación, una investigación realizada con 5561 visitantes de 26 zoológicos distribuidos en 19 países (Moss, Jensen, Gusset, 2014) reportó que después de visitar el Zoológico y participar de sus propuestas educativas, los visitantes incrementan su entendimiento sobre lo que es biodiversidad, así como sus conocimientos sobre acciones para contribuir en su protección.…”