No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Talking to Visitors about Conservation: Exploring Message Communication through Docent–Visitor Interactions at Zoos
Abstract
Education personnel, both paid staff and volunteers, are often used at zoos and other museums as a channel to disseminate educational messages. This exploratory study examined the use of zoo docents to communicate key conservation messages from the zoo to visitors. The study was conducted in 2 phases using an emergent design with mixed methods. The findings suggest that visitors perceive docents to be an important source for conservation messages even though observed message communication through docent–visitor interactions was very limited. Docents view themselves as “facilitators for learning”, but their limited awareness of the institution's messages inhibits their ability to communicate these messages to visitors. Other factors that influence incidence of message communication are duration of the interaction, nature of the exhibit/region, and group composition. In this study, signage was found to be an effective channel for building cognitive awareness of messages among visitors.
... Bixler et al. (2014) also showed that volunteers reported an increase in personal pro-conservation behaviours, such as purchasing organic foods and using less pesticides in their gardens, as a result of their volunteering. Mony and Heimlich (2008) found that volunteers and visitors at an anonymous US zoo both felt that volunteers were an important component of the zoo's operation. The volunteers saw themselves as both "ambassadors for the zoo" and "facilitators for learning". ...
... The volunteers saw themselves as both "ambassadors for the zoo" and "facilitators for learning". However, the authors reported that an incomplete understanding of the institution's mission in volunteers often hindered the effectiveness of their interactions with visitors (Mony & Heimlich, 2008). Fraser, Clayton, Sickler, and Taylor (2009) found that in retired volunteers at two zoos in New York that a strong sense of collective environmental identity with other volunteers existed, in addition to any personal benefits. ...
... While several studies have been undertaken into the impact of volunteering on participants in other cultural institutions, this is the first time such a study has been carried out in multiple UK zoological collections. Our positive findings are unsurprising, as they mirror similar studies from other organisations, such as the three US-based studies cited in the introduction (Bixler et al., 2014;Fraser et al., 2009;Mony & Heimlich, 2008) As there are no other UK-based studies that explore zoo volunteering, we can look to research in other visitor attraction and cultural institutions. A 2011 study carried out by the UK Heritage Lottery Fund (HLF) into the impact of volunteering within HLF projects found positive mental health and well-being outcomes in participants, particularly connected to feelings of self-worth and opportunity to participate in things (Rosemberg, Naylor, Chouguley, Mantella, & Oakley, 2011). ...
Zoos and aquariums are popular visitor destinations, with around 30 million visits made to them annually throughout the UK and Ireland. The role and mission of modern zoos have evolved, with the conservation of world’s remaining biodiversity now being their major purpose. They seek to aid biodiversity through a combination of public education, in situ and ex situ conservation programmes, and applied scientific research. Directly relevant to this paper, they are also institutions that actively recruit, attract and utilise volunteers. However, the impacts of volunteering in zoos and aquariums, on the volunteers themselves, are under-researched. Here we show that, in a survey of more than 500 volunteers at 19 different zoological collections in the UK, zoo volunteers report positive impacts, specifically in relation to increases in their human and social capital. We also found that these benefits were more pronounced in younger volunteers, and with those volunteers who received more initial training. We conclude that while volunteering in UK zoos correlates with significant personal benefits to individuals, zoos could aim higher and should seek to do more to maximise the positive effects of connecting volunteers with the wildlife and nature found in zoo settings, as well as tailoring their volunteer training programmes for different age groups.
... We know from the literature about environmental conservation that docents can affect conservation messages communicated at a zoo for example due to their knowledge, communication skills, sociocultural systems, and attitudes (Mony, 2007). In this light, Mony and Heimlich's (2008) study of how personnel act as a type of channel and impact the effectiveness of institutional conservation messages at a zoo found that although docents perceived themselves as facilitators for learning at the zoo, they were not so successful at teaching information due to their limited awareness of conservation messages, the nature of the exhibition, and the short duration of interaction with members of the public. The authors even warned that these factors can introduce noise into the communication process and pose barriers to engagement as a result. ...
... ▪ Psychosocial insights selectively used to understand publics (Corral-Verdugo, 2003); Observed dispositions of publics; any sociocultural insight complementing or refuting existing segments of publics (Dean et al., 2016;Gorham et al., 2014;Icaro, 2013)? ▪ Personnel as channels; characteristics that affect accuracy of messages and effectiveness of engagement (Mony, 2007;Mony and Heimlich, 2008). ...
... As an informal setting, zoos play an integral role in public education, as they have the potential to influence and educate over 183 million individuals each year in the United States alone (Association of Zoos and Aquariums, 2021). With such a wide range of demographics, zoos can provide education to a population that closely resembles that of the general public (Mony & Heimlich, 2008) and serve as an exciting place to reach visitors about science (Bowler et al., 2012;Ross & Gillespie, 2009;Waller et al., 2012;Whitehouse et al., 2014). Zoos engage in a variety of research endeavors including research on conservation, informal education, animal welfare, and cognitive processes. ...
... Static signs featuring facts related to the featured species such as habitat, conservation status, lifespan, and size are prominent in zoos, but they may not attract visitor attention or be the most effective method to educate visitors (Stoinski et al., 2002). Live interpretation by docents can be a highly effective way to educate visitors (Anderson et al., 2003;Heinrich & Birney, 1992;Mony & Heimlich, 2008). However, providing docents and arranging live presentations is not always feasible for zoos, as it requires resources that can be costly. ...
Zoos average about 183 million visitors per year, which makes them a major source for educating the public due to the diverse and wide-ranging demographic that visit. Zoos are increasingly a source of scientific research in a variety of subfields, including animal cognition, although much of this research takes place behind the scenes. Bringing this research to the public perspective has the potential to increase engagement of zoo visitors. However, it is not always possible to show live research, but videos have been found to be an effective educational approach in other domains. Here, we presented a brief video illustrating cognitive research involving sun bears at Zoo Atlanta to determine the potential effect on visitors. We measured several aspects of visitor behavior (stay time and actual behaviors in the exhibit), attitudes (towards both animal research and educational technology), and knowledge gained at the exhibit. We also presented a control video that focused on sun bear enrichment to tease out whether potential effects on visitors were related to the research focus of the video, or merely an effect of a video playing in the exhibit space. Visitor behavior, attitudes, and knowledge were determined by observing a randomly selected visitor’s behavior throughout their time in the exhibit space, and then requesting completion of a survey when they exited the exhibit (N = 148). We compared various aspects of behavior, attitudes, and knowledge across the Scientific Video, Enrichment Video, and No Video conditions. There were no differences between the Scientific Video and the Enrichment Video conditions; however, some differences were found between visitors who experienced a video during their visit (scientific or enrichment video) versus those who did not. Attitudes towards technology in the exhibit space were generally positive. There was also a significant correlation between visitor stay time (overall time spent in the exhibit space) and knowledge gained. Visitors learning about research in zoos remains important, but it is unclear if a video is a sufficient means to share that information.
... The respondents (aged 15 and older) were selected during or after the chosen events. The data collection was based on focal sampling (Mony and Heimlich 2008;Yocco et al. 2009): In advance, the data collectors divided the event venue (public space or foyer) into three to five imaginary parts and aimed to collect one to ten responses from the people who happened to be in the middle of the imagined areas. From three to thirty responses were collected from each event depending on its size. ...
... Identity interpretation and development in the dark heritage context cannot be isolated from the participation of education personnel. It is thus equally important to engage volunteers and staff of the sites in the communication of the identity attributes (Mony & Heimlich, 2008), given their role in assisting meaning-making of onsite encounters. ...
Cultivating national identity at dark heritage sites is of national significance and important for one's sense of belonging. Chinese national identity seems to be a quintessential case to investigate, given nation-building is central to the development of dark heritage tourism in China. However, there is a lack of systematic and in-depth understanding of the factors associated with the construction of national identity among visitors. Drawing on self-categorisation theory, this paper explores visitors' perception of national identity in a dark heritage context of natural disasters. Built on the analysis of 83 semi-structured interviews from two different dark heritage sites in China, a conceptual model illustrating the salience of national identity was developed. The model indicates that Chinese national identity could be facilitated by external stimuli and national identity attributes. The salient national identity is accompanied by emotional reactions and positive evaluation of the national group. The findings might provide managerial insights into nation-building practice and endeavours through dark heritage of natural disasters.
... Η ανάλυση των παραγόντων μπορούν να επηρεάσουν την αποτελεσματικότητα της επικοινωνίας μεταξύ επιστημόνων/ξεναγών και επισκεπτών στα ζωολογικά πάρκα (Queiroz and Young 2018). Μπορούν επίσης να επηρεάσουν τα βασικά μηνύματα που θέλει να περάσει το εκάστο-τε πάρκο στους επισκέπτες του και το βαθμό της λειτουργικότητάς των υποδομών τους (Mony and Heimlich 2008). ...
... Thus, the TTM has value as a front-end evaluation tool for designing educational programs as well as for evaluating current programming and interpretation. Zoos are effective at raising awareness and informing visitors about wildlife and conservation (Ballantyne et al., 2007;Clayton et al., 2017;Mony & Heimlich, 2008), or building empathy and stimulating emotional responses to wildlife and conservation (Powell & Bullock, 2014;Young et al., 2018). ...
The primary opportunities for improved conservation and sustainability outcomes are through changing human behavior. Zoos, aquariums, and other public-facing biodiversity conservation institutions offer an important space for environmental learning and facilitating proenvironmental behavior change. We have focused, in this review, on examining common behavior change models as well as the Transtheoretical Model (TTM) of Behavior Change , a widely regarded model within the health fields and, recently, in the fields of environmental and leadership studies, with new research applying the TTM specifically in a zoo setting. We have discussed critiques of the TTM and rebuttals to those critiques. We have presented examples of TTM applications in a zoo setting. Our objective has been to explore the TTM as a possible "best fit" framework and tool for zoo and aquarium practitioners in facilitating proenvironmental behavior. Key findings include that (a) the TTM differs significantly from other proenvironmental behavior theoretical models, including those that are prevalent in the conservation psychology literature and applied by zoos and aquariums, in terms of the TTM stages of change and processes of change constructs; (b) the TTM appears to overlap significantly with the 10 interventions or treatments identified by researchers as the most effective approaches to facilitating proenvironmental behavior; and (c) there is nascent and promising application of TTM constructs in zoo and aquarium programming. We remain impressed by the potential of the TTM to address a critical question within the conservation psychology research field concerning proenvironmental behavior: what specific tools to employ and when.
... Considering that existing studies in the environmental literature position personnel on the frontline as a channel of communication (see Mony, 2007;Mony & Heimlich, 2008), the water efficiency team recognised that the plumbers were carriers and influencers of water efficiency messages and engaged with academia to provide them with social science-led training. ...
Water Resilience in Practice is co-edited by two experienced water sector professionals and reviews resilience in water supply service delivery in the form of a series of case studies from different economic contexts – ranging from low-income and fragile states to upper-income countries. It documents real experiences and reflects on the initiatives different service providers apply to strengthen resilience in practice. It describes how service providers respond, adapt, innovate and learn on an ongoing basis, and how they endeavour to meet challenges and provide water supply to users equitably and sustainably.
In recent years climate resilience in water supply has been a new emerging paradigm. In response it is helpful to document and record some up-to-date experiences, which can be consolidated in one place. However, it is also necessary to recognise the multiple pressures that water resources face, such as: population growth, increased water demands, existing climatic variability as well as climate change. These pressures are having a profound impact on water supply service delivery. In this context service providers and development professionals must take active measures to respond to these risks.
This book is primarily addressed to organisations and practitioners involved in planning, designing, managing and financing water supply programmes in urban and rural settings.
ISBN: 9781789061611 (paperback)
ISBN: 9781789061628 (eBook)
ISBN: 9781789061635 (ePub)
... At other times, their memories compress time and activities, blending multiple experiences into one event (Flaherty 2000). This horizontal, lifewide learning and the subsequent compressing of time and experience occurs not only across experiences, but also within a visit or program such that the source of an understanding or discrete piece of information becomes obscured over time, blended into the larger whole (Mony and Heimlich 2008). ...
Environmental learning is a lifelong, lifewide, and life-deep endeavor, much of which occurs in the spaces in between those that are studied, remarked upon, and documented. Within this everyday-life context, we examine the concept of learningscapes—intersecting sociocultural, intellectual landscapes where people learn about and undertake practices related to the environment understood as a holistic concept. Considering the affordances and constraints of the environment situated within this everyday-life context, we examine theoretical underpinnings and implications of making daily-life learning visible, while avoiding a doom-and-gloom approach to environmental practices. We end by highlighting research and practice opportunities within environmental learning, overall.
... Onsite personal guidance or audio interpretive systems may be integrated into the display of the authentic objects to effectively enhance relevant understandings, thus increasing a sense of human identity. Apart from using authentic objects and interpretive signage, educational personnel, both volunteers and staff, are important channels for the communication of messages (Mony & Heimlich, 2008). Their engagement may provide Y. Zhang an opportunity to help visitors connect with onsite exhibitions meaningfully and potentially enhance an awareness of humanity. ...
Identifying with all humanity is a desirable quality, especially during times of climate change and pandemics. An exploration of human identity remains an under-researched area in tourism studies. This study explores the salience of human identity among visitors in a dark tourism context. Built on self-categorisation theory, this research contributes to the dark tourism literature by highlighting the significance of human identity in the dark tourism context and investigating what underpins the salience of human identity. Data were collected from 196 visitors in situ, across four dark tourism sites of natural disasters, using semi-structured interviews. Although the sites are geographically and culturally different, the study reveals that post natural disaster settings can heighten human identity. The prominence of human identity is underpinned by external stimuli and an understanding of human identity attributes. The results offer valuable and timely insights into the planning and interpretation of post natural disaster sites.
... The pursuit of visitors' education has generated a considerable body of research which attempts to measure it, understand it and maximise its effect (for overviews see Ballantyne et al. 2007, Nygren andOjalammi 2018). Studies have correlated the time visitors spend in front of exhibits with the size of animals (Moss and Esson 2010), surveyed visitors' knowledge of conservation and motivation for visiting the zoo (Falk et al. 2008, Ballantyne andPacker 2016), analysed the impact of various forms of signage (Fraser et al. 2009), and examined how visitors engage with exhibit facilitators (Mony and Heimlich 2008). Research within zoos features prominently in the academic journal, Visitor Studies. ...
This paper examines how zoos decide which animals to keep, drawing on guidance produced by zoo membership organisations and in-depth interviews with zoo curators. Zoos make curatorial decisions within constraints posed by each zoo’s legacy of buildings and animals. Different versions of ‘conservation value’ inform decision-making alongside other criteria such as education value, visitor value and whether or not animals are available. We find that an international agenda to rationalise zoo collection planning in the name of environmental conservation has only partially reshaped existing practices. As a ‘bald object’ in the Latourian sense, ‘conservation’ presents a clean surface, which also means that it invites projections that attach to concrete practices only in loose ways. Given the ambiguity of conservation as a value, conservation presents zoos with a range of options and can be made to fit a broad range of choices, which make sense to actors for other reasons. Reform efforts gain traction where they are inserted as ‘hairy objects’ and resonate with practical problems zoos are already facing. Reforms in the name of conservation have led to networks of exchange and co-operation, which help zoos to secure new animals in the context of new regulations.
... Previous studies have shown than visitor conversations with educators often cover surface level information about animals, e.g., name of animal and diet, rather than conversations relating to conservation [13,38]. The results from this study back this up but add an additional level of detail in that the present study focused on conversation initiated by the visitor rather than conversation initiated by the educator. ...
Modern zoos are increasingly viewed as educational facilities, with informal education programmes attempting to engage with visitors through a wide variety of methods. A ‘touch table’ consists of two collapsible tables which display a variety of artefacts to the public. This study investigated visitor engagement with touch tables alongside types of conversations being initiated by visitors. Covert observations recorded the type of groups visiting, their dwell time, perceived engagement level and the types of interactions and conversations they were initiating at the touch table. Dwell time was affected by the season, member of staff present, type of group visiting the touch table and engagement level of the group. Engagement level was also affected by group type. Longer average dwell time and higher engagement levels were displayed at a long-established touch table location, whereas more visitors engaged at the touch table when it was at a new location with predicted high footfall. Here, 68.3% of visitors initiated ‘surface level’ conversation, 27.2% initiated ‘deeper level’ conversation and 89.6% initiated ‘other’ conversation. This study resulted in touch table offerings being adapted to further increase their effectiveness as an informal education tool and to suggests ways in which touch tables can continue in a post COVID-19 world.
... The respondents (aged 15 and older) were selected during or after the chosen events. The selection was based on a focal sampling method (Mony & Heimlich 2008;Yocco, Heimlich, Meyer & Edwards 2009): the data collectors divided, in advance, the event venue (public space or foyer) into three to five imaginary parts and aimed to collect responses from the people who happened to be in the middle of the imagined areas. The data collection was carried out through self-completion questionnaires. ...
... The nature of the exhibit can also determine the effectiveness of the message communicated by the docent. For instance, Mony et al. described a list of features including the nature of the exhibit, the duration of the interaction and the group composition of visitors, that can influence message communication in a zoo [43]. Introducing technology can also affect the nature of the exhibit, and this could, in turn, have a positive or negative impact on visitors' experience. ...
... Informal learning institutions focused on environmental education, such as zoos, aquariums, and nature centers, can foster positive nature interactions and provide profound experiences, inspiring behavior change and action for wildlife conservation (Gray, 2017;Packer & Ballantyne, 2010;Pearson, Lowry, Dorrian, & Litchfield, 2014;Young, Khalil, & Wharton, 2018). Visitor learning and engagement are strengthened through exhibit signage, docents, interpreters, wildlife encounters, and presentations, as well as classroom experiences such as camps (Luebke, Watters, Packer, Miller, & Powell, 2016;Mony & Heimlich, 2008;Pearson et al., 2014;Young et al., 2018). Traditionally, educational content focused on building knowledge around animals, but in recent years, objectives have shifted to inspire conservation action (Mellish, Ryan, Pearson, & Tuckey, 2019). ...
... mixed methods study at a zoo, Mony and Heimlich (2008) found where and how the interactions were initiated influenced the length of the interactions and the number of key educational messages the interpreter delivered. Taken together, the literature suggests that in addition to analyzing discourse content, the field would do well to have a more nuanced understanding of the techniques for initiating and sustaining substantive engagement, as well as the value visitors ascribe to these interactions. ...
At Carlsbad Caverns National Park, park rangers blended traditional personal interpretation with technology to showcase park-based research and to advance science literacy among visitors. Interpreters and Scientists Working on Our Parks (iSWOOP) provided interpreters with professional development and a selection of visualizations from scientists’ research on Brazilian free-tailed bats and their habitat at Carlsbad Caverns. After using tablets containing these visualizations for informal interpretive interactions, the interpreters responded to an open-ended survey. The authors examined interpreters’ responses, finding that interpreters regarded tablets as helpful in accomplishing several interpretive goals, especially in particular locations. Interpreters were strategic in initiating and sustaining interactions. Visitors’ reactions were positive; nevertheless, there were challenges indicating that this new form of interpretation is worthy of further research.
... Skilled presenters, with high animal activity in programs that contain educational humor have been shown to increase visitor receptivity to learning, whereas unskilled presenters can have a negative effect on visitor learning (Falk 2006); (Perdue et al. 2012). Studies have shown how docent and volunteers that zoos use to interact with visitors often present inaccurate information (Mony & Heimlich 2008). Active communication can be a powerful tool to facilitate visitor learning, however zoos are often financially constrained in how much they are able to provide. ...
The goal of educating the public about environmental and conservation issues is found in the mission statements of almost every zoo in the world. In order to effectively teach their visitors, zoos must understand how they are communicating with their public. In this study, we attempt to quantify how Sylvan Heights Bird Park (SHBP) communicates with its visitors. SHBP is a small not-for-profit facility that specializes in birds, with a primary focus on waterfowl (Anseriformes). Located in an economically depressed eastern North Carolina county (Halifax), SHBP receives over 46,000 visitors a year. Using a survey, we collected information of visitor perceptions of the role of zoos, their reliance on different sources of information, and their retention of information provided via different modes of communication. SHBP visitors listed exhibit signage (passive communication) as the preferred method of gaining information. Interestingly, however, we found that reliance on signage varied with age and gender and we found no difference in information retention between visitors that experienced only passive communication (signage) versus those that experienced active communication. Just over half (51%) of visitors viewed the primary purpose of a zoo to be entertainment but this view changed with age and gender. Although almost all respondents identified the role of zoos in maintaining biodiversity, we found a disconnect between this view and an understanding of how zoos might contribute to species conservation.
... Skilled presenters, with high animal activity in programs that contain educational humor have been shown to increase visitor 2 receptivity to learning, whereas unskilled presenters can have a negative effect on visitor learning (Falk 2006;Perdue et al. 2012). Studies have shown how docent and volunteers that zoos use to interact with visitors often present inaccurate information (Mony & Heimlich 2008). ...
The goal of educating the public about environmental and conservation issues is found in the mission statements of almost every zoo in the world. In order to effectively teach their visitors, zoos must understand how they are communicating with their public. In this study, we attempt to quantify how Sylvan Heights Bird Park (SHBP) communicates with its visitors. SHBP is a small not-for-profit facility that specializes in birds, with a primary focus on waterfowl (Anseriformes). Located in an economically depressed eastern North Carolina county (Halifax), SHBP receives over 46,000 visitors a year. Using a survey, we collected information of visitor perceptions of the role of zoos, their reliance on different sources of information, and their retention of information provided via different modes of communication. SHBP visitors listed exhibit signage (passive communication) as the preferred method of gaining information. Interestingly, however, we found that reliance on signage varied with age and gender and we found no difference in information retention between visitors that experienced only passive communication (signage) versus those that experienced active communication. Just over half (51%) of visitors viewed the primary purpose of a zoo to be entertainment but this view changed with age and gender. Although almost all respondents identified the role of zoos in maintaining biodiversity, we found a disconnect between this view and an understanding of how zoos might contribute to species conservation.
... Skilled presenters, with high animal activity in programs that contain educational humor have been shown to increase visitor 2 receptivity to learning, whereas unskilled presenters can have a negative effect on visitor learning (Falk 2006;Perdue et al. 2012). Studies have shown how docent and volunteers that zoos use to interact with visitors often present inaccurate information (Mony & Heimlich 2008). ...
The goal of educating the public about environmental and conservation issues is found in the mission statements of almost every zoo in the world. In order to effectively teach their visitors, zoos must understand how they are communicating with their public. In this study, we attempt to quantify how Sylvan Heights Bird Park (SHBP) communicates with its visitors. SHBP is a small not-for-profit facility that specializes in birds, with a primary focus on waterfowl (Anseriformes). Located in an economically depressed eastern North Carolina county (Halifax), SHBP receives over 46,000 visitors a year. Using a survey, we collected information of visitor perceptions of the role of zoos, their reliance on different sources of information, and their retention of information provided via different modes of communication. SHBP visitors listed exhibit signage (passive communication) as the preferred method of gaining information. Interestingly, however, we found that reliance on signage varied with age and gender and we found no difference in information retention between visitors that experienced only passive communication (signage) versus those that experienced active communication. Just over half (51%) of visitors viewed the primary purpose of a zoo to be entertainment but this view changed with age and gender. Although almost all respondents identified the role of zoos in maintaining biodiversity, we found a disconnect between this view and an understanding of how zoos might contribute to species conservation.
... Institutions incorporate sustainability topics and invitations to take actions into formal education programming already (Heimlich, Searles, & Atkins, 2013). Of note to institutions developing engagement plans is that while visitors perceive volunteers/docents as valuable in delivering institutional messages (Mony & Heimlich, 2008), visitors consider those with job titles focusing on interpretation and education as experts and more trustworthy (Fraser, Taylor, Johnson, & Sickler, 2008). ...
As leisure destinations, Association of Zoos and Aquariums (AZA) accredited institutions provide opportunities to interact and potentially inspire long-term sustainable behaviours of millions of annual visitors. This article identifies and explores the internal sustainability initiatives of these institutions and their efforts to influence visitor behaviour through sustainability-focused messaging and engagement in sustainability practices, while also identifying barriers hindering implementation.
The majority of institutions reported the presence of a ‘green
team’ for instigating and executing internal initiatives. Initiatives
focused largely on operational metrics around water, energy,
waste and transportation. Primary barriers to implementation or
maintenance of internal initiatives and visitor engagement were
time, money and institutional culture. These barriers will require
pragmatic solutions as AZA institutions progressively broaden
support of sustainability and embedded conservation messages. Increased sharing of sustainability practices as well as incorporating community-based social marketing techniques and emerging research from social and environmental psychology into engagement strategies will benefit the industry.
... However, it should be highlighted that the topic of conservation was still amongst the least frequently discussed topics, when compared to other topics such as animal names, behaviours and anatomy for example. Previous research investigating communication between volunteers and visitors yielded similar findings; they found that conversations between volunteers and visitors were often limited to discussion of animal names, diets, behaviours etc. rather than communication of conservation messages (Mony and Heimlich 2008). ...
Modern zoos claim to be a platform for conservation education and attempt to educate visitors using textual interpretation, public talks and engaging exhibit design. Walk-through exhibits aim to maximise the educational potential of a zoo visit by providing a unique, immersive experience that can enhance visitor connection with a species. This study assesses visitor engagement with walk-through zoo exhibits in comparison to traditional exhibits, and explores the role that educators and volunteers play in encouraging visitor engagement. Covert visitor observations were used to quantify dwell times and categorise conversational data at different exhibits. Species at walk-through exhibits elicited more comments related to surface level and deeper level information when compared to species at traditional exhibits (P<0.001). Similarly, a higher number of surface level and deeper level comments were made when a visitor had engaged with an educator or volunteer (P<0.001). Dwell times were over six times longer at walk-through exhibits; higher dwell times were significantly related to higher numbers of surface level comments (R 2 =0.433) and deeper level comments (R 2 =0.361). By conducting visitor surveys pre-visit and post-visit to a walk-through exhibit, some significant changes in visitor attitudes towards pro-conservation themes were revealed, but little evidence that visitors had learned something new from the exhibit. Overall, walk-through exhibits that utilise educators or volunteers can enhance visitor engagement with a species, although further research into additional interventions is necessary to determine how this engagement could be developed into pro-conservation knowledge and actions.
... they have been increasingly fulfilling this educational role (Ballantyne & Packer, 2016;Consorte-McCrea et al., 2017;Conway, 2003;Jacobson, McDuff, & Monroe, 2015;Mony & Heimlich, 2008;Moss, Jensen, & Gusset, 2015). Although there has been an increase in the number of zoos holding amphibians (Dawson, Patel, Griffiths, & Young, 2016), zoos still typically focus on highly charismatic megafauna such as large mammals (Balmford, 2000;Melfi, 2009;Ward, Mosberger, Kistler, & Fischer, 1998) with relatively little attention paid to amphibians or amphibian conservation (Reid, Zippel, McGregor, & Zippel, 2008). ...
Despite the global declines in the rate of amphibians, evaluation of public understanding of the crisis has not yet been carried out. We surveyed visitors (n = 1,293) at 15 zoos in Brazil, New Zealand, and the United Kingdom, using a certainty-based assessment method to compare visitor knowledge of the global amphibian crisis. We further analyzed zoo educational material about amphibians to explore its potential to raise awareness through amphibian-focused environmental education. Visitors in the three countries had relatively little understanding of amphibians and the global amphibian crisis. When the degree of confidence in answering the questions (high, medium, and low) is accounted for, correct answers varied between 28% and 39%. This compared to scores of between 58% and 73% when the degree of confidence in responding was not accounted for. However, specific areas of knowledge (e.g., biology, conservation, biogeography, and conceptual ideas) varied significantly across the countries. Visitors had a weaker grasp of biogeographical and conservation issues than general amphibian biology. Zoo visitors in Brazil knew less about amphibian conservation than those in New Zealand or the United Kingdom. There was less amphibian-focused content in educational materials in zoos in Brazil than there was in the United Kingdom. Improving information about the global amphibian crisis may increase support for future conservation actions. Outreach education is one of the most important approaches in any strategic planning for conservation of species. Amphibian-focused environmental education at institutions such as zoos and aquaria can be a crucial intervention to support amphibian conservation worldwide.
... Mony (2008);Yocco et al. (2009). ...
... Traditionally, the main role of zoos was perceived as being recreation. Within the context of the study"recreation" is referred to as a sense of relaxation and regenerative enjoyment that the very experience of nature promotes (Chiesura, 2004;Mony & Heimlich, 2008). Modern day technology in the entertainment industry is constantly changing and growing to enable a person to choose from an endless variety of attractions, making it impossible for the zoos to provide competing and satisfactory experiences in terms of recreation for all its visitors (Lee, 2015). ...
The future existence of zoological institutions is in a precarious state. Zoos are viewed by some people as cruel and redundant, whilst others are of the opinion that zoological institutions are the last hope and haven for the survival of animal species facing the ever-increasing risk of extinction. The study measured a series of key indicators as prescribed by the appropriate standards relating to visitor facilities and public safety. This study also investigated and evaluated users‟ perceptions and attitudes towards the National Zoological Gardens of South Africa, with particular reference to visitor facilities and satisfaction. The visitors also evaluated the importance of various aspects in relation to the primary roles and objectives zoological institutions claim to play. The study further strives to provides recommendations to mitigate problem areas in order to obtain higher visitor satisfaction amongst users. The satisfaction of visitors could potentially attractnon-users to visit the National Zoological Gardens of South Africa thereby contributing to the long-term economic sustainability and survival of zoological institutions.
... Finally, some studies have assessed educators' ability to represent the educational goals of their institution. Mony and Heimlich (2008), for instance, studied docents in a zoo as they communicated environmental conservation messages to visitors. They found that docents view themselves as facilitators for learning, but that their limited awareness of the institution's messages inhibits their ability to communicate these messages to visitors. ...
Today, science is a major part of western culture. Discussions about the need for members of the public to access and understand scientific information are therefore well established, citing the importance of such information to responsible citizenship, democracy, socially accountable scientific research and public funding (National Research Council [2009] Learning science in informal environments: People, places, and pursuits. National Academies Press). In recent years there has been an increased interest in investigating not just what visitors to informal environments have learnt after a visit, but also how visitors interact and engage with exhibits during the visit (Davidsson & Jakobsson [2012] Understanding interactions at science centers and museums: Approaching sociocultural perspectives. Rotterdam: Sense Publishers). Within the field of school visits to science museums, however, interactions between students and museum educators (MEs) remain relatively unexplored. In our study of such school visits, we are mainly interested in the interactions that take place between three agents—the students, the museum educator and the physical setting of the exhibit. Using moment‐to‐moment fine grain analysis of multiple interactions allowed us to identify recurring patterns between students and the museum educators around exhibits, and to examine the MEs’ mediational role during the interactions, and the practices they employ to engage students with exhibits. Our study revealed that most interactions between MEs and students consist of technical explanations of how to operate the exhibits. The interactions that do move past this stage often include two main practices, which the MEs use to promote students’ engagement with the exhibits: physical instruction and engaging the students emotionally. Understanding what is actually happening in the learning process that occurs during students’ interactions with exhibits can help museum educators and exhibit designers improve the experiences of students on school visits.
... Traditionally, the main role of zoos was perceived as being recreation. Within the context of the study"recreation" is referred to as a sense of relaxation and regenerative enjoyment that the very experience of nature promotes (Chiesura, 2004;Mony & Heimlich, 2008). Modern day technology in the entertainment industry is constantly changing and growing to enable a person to choose from an endless variety of attractions, making it impossible for the zoos to provide competing and satisfactory experiences in terms of recreation for all its visitors (Lee, 2015). ...
The future existence of zoological institutions is in a precarious state. Zoos are viewed by some people as cruel and redundant, whilst others are of the opinion that zoological institutions are the last hope and haven for the survival of animal species facing the ever-increasing risk of extinction. The study measured a series of key indicators as prescribed by the appropriate standards relating to visitor facilities and public safety. This study also investigated and evaluated users‟ perceptions and attitudes towards the National Zoological Gardens of South Africa, with particular reference to visitor facilities and satisfaction. The visitors also evaluated the importance of various aspects in relation to the primary roles and objectives zoological institutions claim to play. The study further strives to provides recommendations to mitigate problem areas in order to obtain higher visitor satisfaction amongst users. The satisfaction of visitors could potentially attractnon-users to visit the National Zoological Gardens of South Africa thereby contributing to the long-term economic sustainability and survival of zoological institutions.
... How are these goals fulfilled? Zoo visitors in general have been studied extensively, mainly with quantitative methods even when using interview material (e.g., Broad & Weiler, 1998;Falk et al., 2007;Marseille, Elands, & van der Brink, 2012;Mony & Heimlich, 2008;Sattler & Bogner, 2016;Schultz & Joordens, 2014). Also, zoo research on the public perception of zoos is plentiful (e.g., Bruni, Fraser, & Schultz, 2008;Coe, 1985;Davey, 2006;McPhee, Foster, Sevenich, & Saunders, 1988;Reade & Waran, 1996). ...
These days zoos often claim that their main objective is the promotion of nature conservation and that they strive to educate their visitors about animals and nature conservation. But how do zoo visitors themselves perceive this emphasis on conservation education? In order to determine how Helsinki Zoo visitors perceive nature conservation during their visit, we undertook a qualitative analysis of 75 structured situational interviews and five autoethnographical visits. Our results show that there was only a limited understanding of nature conservation among the zoo visitors. Their perception follows the typical framing of nature conservation in zoos: conservation projects that embrace captive breeding, in-situ conservation collaboration, and the reintroduction of those species. Moreover, in the Helsinki Zoo case these perceptions may have been influenced by the fact that the zoo did not give concrete advice on how the visitors themselves can contribute to conservation, except in terms of donating money. Framing nature conservation in such ways distances it from visitors’ everyday lives.
... Some groups, such as adults and teenagers, may be less interested in engaging with staff members (Marino & Koke, 2003;Pattison & Dierking, 2013). Mony and Heimlich (2008) found that the length of unstructured staff-visitor interactions and the number of key educational messages communicated were associated with location, visitor group composition, and how the interactions were initiated but did not explore visitor learning outcomes or staff facilitation strategies in more detail. ...
Staff facilitators in museums and science centers are a critical but often overlooked component of the visitor experience. Despite assertions about the important role they play in visitor learning, there continues to be almost no research to understand staff facilitation in these settings or identify effective practices. To address these gaps, we conducted a design-based research study to describe the work of experienced museum educators and iteratively refine a model of staff facilitation to support family learning at interactive math exhibits developed through a prior project. The resulting facilitation model identifies three visitor experience goals, outlines the cycle of responsive facilitation (observe, support, reflect) that educators used to support these goals, and highlights the physical, personal, and sociocultural factors that appeared to influence the nature and outcomes of the interactions. The model provides empirical support to guide professional development for museum educators and suggests future directions for visitor studies research.
... Grounded theory approach. trace 2018 early view 23 Mony & Heimlich 2008 Message communication in docent-visitor Interactions ...
Zoos nowadays often claim that their main objective is nature conservation and that they strive to educate the visitors on this subject. A considerable amount of research has been undertaken on conservation education in zoos. This overview performs a qualitative meta-analysis of the methodology, concepts and results of research articles on zoo visitors, particularly regarding learning, education and conservation. Our main finding is that most of the research uses quantitative methodologies and the qualitative, lived experiences of zoo visits remain under-researched. Based on the articles analyzed, “nature conservation” (the substance of conservation education in zoos) becomes implicitly defined as captive breeding and far-off conservation projects, distancing the visitors and their daily lives from nature and issues of conservation.
... Research focused on how educators and other on-the-ground professionals in museums can facilitate family learning conversations is sparse (see Pattison & Dierking, 2012). The results of some work suggest that empirically based staff-facilitated interactive programs can encourage conversations that enhance children's STEM learning in museums (e.g., Haden et al., 2014;Mony & Heimlich, 2008). Future work should also consider how to encourage families' use of the physical context and signage to support STEM-rich conversations in exhibits. ...
This study addressed whether providing mothers and children with engineering information would promote science, technology, engineering, and mathematics (STEM) talk during interactions in a building-construction exhibit and later when remembering the experience at home. A total of 40 mothers and their 5-to 6-year-old children (M = 5.87) were randomly assigned to one of two groups that either did or did not receive specific information about a simple engineering principle prior to building at the museum. A subset of the dyads (N = 21) also recorded memory conversations at home at two delay intervals. The engineering information supported transfer of learning from the demonstration to building in the exhibit, as well as to memory reports at least 2 weeks afterwards. Implications for museum-based research and practice are discussed.
... Moreover, we encourage institutions to include signage that moves beyond factual information and leads guests to higher levels of engagement. For instance, interactive signage could include information and prompts that bridge the natural environment (biotic and abiotic factors) with information that encourages curiosity, discussion, and learning (Roe et al., 2014), promotes cognitive development (Mony & Heimlich, 2008), and holds the family attention longer than traditional signage (Holland, Roberson, Teal, Bailey, Mallavarapu, & Taglialatela, 2015). However, as shown by Zimmerman et al. (2013), information, prompts, tools, and higher-level objectives may not promote higher level questioning among families. ...
Every year millions of families visit arboretums and botanical gardens, but tittle research has been conducted into the complex processes at play on a family nature hike. This qualitative study sought to better understand the roles family members play during the hike, the elements of the trail which they mention, the cognitive level of their questions, and the levels at which the conversations occurred. We followed nine (N = 9) families on hikes at the Houston Arboretum and collected with audio recordings, observations, and a researcher journal. Key findings include that questions asked on the nature trail tended to be low level while discourse overall showed higher levels of rigor. During their hikes, family members took on the roles of Explorer, Protector, and Rememberer. Moreover, features that family members saw became ‘sticky’ features, meaning they were mentioned later in the hike even when the object was not present. The results of this research have important implications for the way informal educators think about the importance of the interactions among family groups. Parents and children interact on nature trails in ways that lead to a greater understanding and appreciation of the natural world.
... Institutions incorporate sustainability topics and invitations to take actions into formal education programming already (Heimlich, Searles, & Atkins, 2013). Of note to institutions developing engagement plans is that while visitors perceive volunteers/docents as valuable in delivering institutional messages (Mony & Heimlich, 2008), visitors con- sider those with job titles focusing on interpretation and education as experts and more trustworthy (Fraser, Taylor, Johnson, & Sickler, 2008). ...
As leisure destinations, Association of Zoos and Aquariums (AZA) accredited institutions provide opportunities to interact and potentially inspire long-term sustainable behaviours of millions of annual visitors. This article identifies and explores the internal sustainability initiatives of these institutions and their efforts to influence visitor behaviour through sustainability-focused messaging and engagement in sustainability practices, while also identifying barriers hindering implementation. The majority of institutions reported the presence of a ‘green team’ for instigating and executing internal initiatives. Initiatives focused largely on operational metrics around water, energy, waste and transportation. Primary barriers to implementation or maintenance of internal initiatives and visitor engagement were time, money and institutional culture. These barriers will require pragmatic solutions as AZA institutions progressively broaden support of sustainability and embedded conservation messages. Increased sharing of sustainability practices as well as incorporating community-based social marketing techniques and emerging research from social and environmental psychology into engagement strategies will benefit the industry.
... e study built on two notable exceptions to the dearth of research on unstructured staff-visitor interactions: a mixed-method study of zoo educators and a qualitative study of living history museum interpreters. 8 Mony and Heimlich (2008) found that the length of interactions and the number of educational messages communicated were influenced by visitor group composition and how interactions were initiated, with staff-adult group interactions being longer with more educational messages. Interactions also lasted longer when staff approached visitors, although the number of messages was similar. ...
... Sosyal yaşantımızda alan gezileri olarakta tanımlanan sınıf-dışı ortamlarda öğrenme üzerine uluslararası sayısız fakat ulusal araştırma sınırlıdır. Alan yazına baktığımızda dilin, okumanın, fenin, matematiğin, çevre bilincin ve okulla ilgili diğer sahalardaki becerilerin gelişiminde hayati bir rol oynamaktadır (Anderson, Kisiel ve Storksdieck, 2006;Anderson ve Zhang, 2003;Chin, 2004;Çavuş, Topsakal ve Kaplan, 2013;Kisiel, 2007;Morrison, Smith ve Dow-Ehrensberger, 1995;Şahin ve Taşkın,2008;Türkmen, 2010Türkmen, -2015, öğrenciler sınıf tabanlı müfredatla yapamayacakları etkinlikleri gezilerde yaparak uzun yıllar sonra bile hatırlanmalarına neden olmaktadır ve bu sayede dünyayı anlamlandırmalarına ciddi katkı sağlamaktadır, (Anderson ve Piscitelli, 2002;Falk ve Storksdieck, 2005;Gerber ve Marek, 2001;Griffin, 2004;Guisasola, Morentin ve Zuza, 2005;Salmi, 2003), sınıftaki eğitime ve öğrencilerin kavramsal öğrenmesini geliştirerek yaşam boyu öğrenmelerine de katkı sağlamaktadır (Anderson, Kisiel, & Storksdieck, 2006;Bamberger ve Tal, 2007Falk ve Dierking, 1997;Falk ve Storksdieck, 2005;Yavuz ve Balkan Kıyıcı, 2012;Wellington, 1990), öğrencilerin fene bakış açılarını ve tutumlarını pozitif yönde etkilemektedir (Ash, 2003;Griffin, 2004;Kisiel, 2006), sözlü iletişim uygulamaları yaparak sosyal becerilerini de geliştirdikleri görülmüştür (Mony ve Heimlich, 2008;Panizzon ve McLennan, 2003). Ayrıca sınıf-dışı ortamlarda fen öğretimi kavramsal, duygusal, sosyal, motivasyon, estetik vb. ...
The purposive of this study is the research of primary teachers’ point of view about science teaching in outdoor learning environments. In this regard, primary teachers were asked semi-structured open-ended questions in the interview. The teachers interviewing were selected by convenient sampling method. End of the study, it was seen that primary teachers thought science teaching in outdoor learning settings create meaningful understanding for students’ learning but many reasons like economic problems, inconvenient environment for science, bureaucracy problems, and heavy curriculum for science were obstacle for science teaching in outdoor learning environment, even studied in outdoor learning environment were not efficient. In this field teachers have not enough knowledge is another reason in others. One other important reason is that teachers do not visit to outdoor learning environments before visiting with students and that is not encourage to visit outdoor learning environments for science teaching
... Previous research has indicated that shows or demonstrations [Heinrich and Birney, 1992;Swanagan, 2000;Miller et al., 2013;Price et al., 2015] as well as having discussions with zoo staff [Mony and Heimlich, 2008] lead to positive conservation-related outcomes. Unexpectedly, there was no relationship found between the Elephant Talk and people's attitudes or conservation intent. ...
Elephants in the wild face several conservation issues. With the rebranding of zoos as conservation and education pioneers, they have the ability to both educate and inspire guests to action. The purpose of this research was to analyze visitor perceptions and attitudes toward elephant conservation and outcomes post-exhibit visit. A one-page survey was randomly administered to assess perceptions of elephant behavior, attitudes about elephant conservation, and intended conservation-related outcomes from September 2013 to January 2014. Principle component analysis identified three major components: concern for elephants in zoos, importance of elephants in the wild, and modification of nature. Visitors who scored highly on conservation intent were those with positive attitudes towards elephants in the wild and negative attitudes regarding the modification of nature. The greatest changes in conservation intent were a result of a self-reported up-close encounter and the ability to witness active behaviors. Providing guests with the opportunity to witness or experience such occurrences may aid in a more successful delivery of the zoo's conservation message. Further research into guest emotions and affective states in relation to viewing elephants in a zoological institution would provide greater insight into improving the guest experience and helping zoos meet their conservation mission. Zoo Biol. XX:XX-XX, 2016. © 2016 Wiley Periodicals, Inc.
... Looking at the current literature (Adams, 1996;Ballantyne et al., 2011;Clayton et al., 2009;Esson et al., 2013;Falk, 2012;Fernandez et al., 2009;Fraser et al., 2007;Hutchins, 2003;Jacobson, 2010;Khalil et al., 2011;Klenosky et al., 2007;Miller et al., 2004;Mony et al., 2008;Rabb, 2004;Tribe et al., 2003;WAZA, 2014;Whitehorn et al., 2012) (Bitgood, 2002;Dawson et al., 2011;Dickie, 2009;Ehmke, 2001;Fraser et al., 2007;Freeman, 2009;Koldewey et al., 2009;Pedersen, 2007;Potts et al., 2010;Turner, 2009;Wood et al., 2013) we see that two legitimating roles of the contemporary Western zoo particularly stand out: first, the zoo as contributor to biodiversity conservation and partner in a global institutional network of conservation governance; and second, the zoo as contributor to educating the public about the state of the natural environment, conservation, and sustainability. With these two main roles in scope it becomes visible how the contemporary zoo fulfils an important task of mediating abstract and institutional knowledge to the level of civil society. ...
The role of zoos in society has historically changed many times. Recent developments suggest a shift or expansion of zoos towards becoming sustainability agents aiming at raising awareness amongst visitors of our relations with animals and nature and ultimately guiding them towards sustainable behaviour. The ‘sustainable zoo’ -- or the zoo as a sustainability educator -- demands new empirical insights on the practices zoos take on as they function as centres for conservation-education and sustainability stewardship. The aim of this paper is to contribute to the discussion on the contemporary role of the zoo as a sustainability educator by providing an empirical case study in GaiaZOO in Kerkrade in the Netherlands. What institutional relations and educational techniques are employed by GaiaZOO to fulfil their novel role of sustainability mediator? We used observation, surveys, in-depth interviews and content analysis to answer this research question. The results show that the content visitors report to learn about and the information provided on the panels in the zoo relates to classical biological and ecological information, rather than broader sustainability content. This contradicts the vision of the zoo and the aims of the staff, who define sustainability as the main topic they want visitors to learn about. Free Choice Learning is the main didactic technique applied in GaiaZOO. The zoo could benefit by increasing Entertainment Education and Education for Sustainable Development to enhance emotional and behavioural connectivity between the zoo visitors and the planet and to further its mission as a mediator of the sustainability message.
... Confronted with increasing financial difficulties, zoos were forced to make recreation their top priority [2][3][4]. With the term "recreation" we refer to the sense of relaxation and regenerative enjoyment that the very experience of nature promotes [5,6]. ...
The present paper studies the perceptions of visitors to the zoo of Thessaloniki in relation to the animals and urban green areas. With the use of a questionnaire, the visitors evaluated the zoo as a recreation area, along with its suitability and its facilities for visitors. We have also recorded the level of satisfaction of zoo visitors with their visit, the distance they travelled for this purpose, and the frequency, time of year and duration of their visits. Visitors were asked their opinion on whether they agree with the operation of the zoo and then had to evaluate the contribution of the zoo in relation to entertainment, to getting children acquainted with animals and coming into contact with nature, to providing environmental education, to the existence of a shelter for injured animals and also concerning the breeding rate of animals at risk of extinction. The level of suitability of the zoo was also evaluated, along with the quality of its facilities. More specifically, visitors were asked to provide answers concerning ease of access to the site and the existence of a parking area, the total size of the zoo, its landscaping, the available infrastructure, and the services and security offered to visitors. These answers could serve as the base for better management of the zoo.
... e study built on two notable exceptions to the dearth of research on unstructured staff-visitor interactions: a mixed-method study of zoo educators and a qualitative study of living history museum interpreters. 8 Mony and Heimlich (2008) found that the length of interactions and the number of educational messages communicated were influenced by visitor group composition and how interactions were initiated, with staff-adult group interactions being longer with more educational messages. Interactions also lasted longer when staff approached visitors, although the number of messages was similar. ...
Front-line educators are arguably critical to the visitor experience at museums and science centers across the country. However, little research exists to inform staff facilitation strategies or professional development efforts. In this article, we describe the results of a qualitative study of 63 staff-family interactions in a science center, focusing particularly on the role of adult family members. We observed three distinct phases of interaction, during which adult family members acted as gatekeepers to deeper staff engagement. The results suggest that in order to successfully facilitate family learning, museum educators must carefully consider the role of adults and the unique social context of museums learning.
... They concluded that interpreters play a critical role in the quality of the visitor experience. Moreover, these conversations may contribute to visitor learning (Mony & Heimlich, 2008). In a study at a zoo in Switzerland, Lindemann-Matthies and Kamera (2006) assessed the influence of an interactive approach on visitors' learning and viewed the opportunity for discourse between interpreters and visitors as the strongest success factor. ...
A case study at Okutama-Kohan Park in Japan was designed to explore adult participants’ preferences for interpretive programs. The study included adults who participated in an interpreter-led program in the park. A questionnaire survey with 492 participants examined their preferences for interpretive program types, topics, timing, and types of social interaction during a program. The associations between participants’ preferences and their age, gender, or group composition were also explored. Designing programs that are consistent with these preferences should help to enhance free-choice adult learning environments.
... This study examines the experiences of a group of docents working at Cleveland Metroparks Zoo who train and work together. Instead of viewing docents as producers of interpretive services (e.g., Mony & Heimlich, 2008), this study examined how docents developed and changed through their extended and recurring experiences at the Zoo. While docents are trained to provide services to visitors that encourage wildlife conservation, this research project approaches the docents' experiences as if they themselves grow, develop, learn, and become advocates for wildlife. ...
Zoos embrace docents/volunteers as a means of interpreting the threats to wildlife and biodiversity to visitors. To accomplish this, zoos provide docents’ education, training, and work experience. Docents themselves also engage in solitary and social wildlife experiences outside of their volunteer obligations. This study examined what motivates docents and how they change as part of their experience. Results from a mailback questionnaire (91% response rate, n = 365) documented that both altruistic (interpreting wildlife to visitors) and egoistic (learning about wildlife themselves; socializing with like-minded others) motivations were predictive of continuing satisfaction with their volunteer experiences. Docents also reported starting or increasing many conservation behaviors after beginning to volunteer at the Cleveland Metroparks Zoo. Docents with more years of experience tended to report more involvement with conservation behaviors. Results support an environmental socialization framework to explain the impacts of an environmental training program. Implications for future research and practice are presented.
This chapter considers the types of animal–visitor interactions (AVIs) offered by zoos in terms of the visitor experience. A number of variables are proposed that may be used to categorize AVIs from a visitor perspective. This includes a discussion on how each of these variables may affect the visitor experience, including which visitors choose to participate and their expectations of the experience, as well as outcomes on participant enjoyment, learning (including changes to knowledge, attitudes and perceptions) and behaviour. These factors, which may affect visitor experiences, are important for consideration in AVI research, and this chapter identifies some of the priorities for future studies in this area.
Zoos and aquariums provide multidimensional learning experiences that are part of users’ broader landscape of learning. The authors challenge the designation of “informal learning” as a descriptor for settings like zoos and aquariums (Z/As), and focus on research that can more accurately reflect the many ways that learning occurs in these settings and is integrated into people’s daily lives. This alternative view seeks to capture the totality of the learning value these places bring to their users and society as a whole. The authors suggest that these institutions offer constant opportunities for learning and that visits to them are always purposeful even if the individual learning that ultimately occurs does not mesh with the institutions’ intended learning goals. Following a review of the historical foundation of the contemporary museum and theories of non-formal and informal learning, the authors propose a new, integrative approach that can more clearly distinguish the range and context in which intentional museum learning pursuits serve in an individual’s life. By applying the understanding of the structures of learning environments to a Z/A context, the paper demonstrates that incremental studies of individual visitor experiences or exhibitions fail to address the full context of learning that occurs at these institutions in their capacity as a destination and as a social actor working beyond its on-grounds experience. In proposing this framework, they offer recommendations for a more integrative transdisciplinary approach to the study of the museum phenomenon and strategies for evaluating how these institutions contribute to public understanding and how to look across research results that may be distant from the intentions of these institutions’ missions.KeywordsInformal educationNon-formal educationFormal educationMuseum researchVisitor studiesZoos and aquariums
To better understand visitors to zoos and aquariums, many facilities repeatedly ask similar questions in evaluations and audience research projects. While not inherently problematic, this can deplete already scarce resources including time and funding. In this chapter, we address the field’s most frequently asked questions about visitors, including who visits and why, what visitors know about zoos and aquariums, and the general conservation learning outcomes from a visit. We also offer other potential avenues for research and evaluation, including those that align with the Social Science Research Agenda. In doing this, we hope to help researchers and practitioners explore new and important areas in social science research and evaluation.KeywordsVisitorDemographicsPsychographicsInformal educationVisitor studiesZoos and aquariums
Space-Time Partitioning software architecture is gradually being used in integrated electronic computers to realize the purpose of running multiple independent application software centrally on the same hardware platform. However, it is impossible to use the traditional data interaction method between the applications under this architecture. In this paper, we propose and implement a message communication method between application software in a Time Partitioning architecture to solve the information interaction problem between partitioned software. Through experiments, it is proved that the method can better meet the loosely coupled software architecture of time-zoning and has good engineering application value.KeywordsIntegrated electronicsSpace-time partition architectureOperating systemMessage communication
A fundamental objective of modern zoos is promoting pro-environmental behaviors. This study experimentally assessed the contribution of zoo rangers (staff employed to engage visitors) in delivering a behavior change campaign promoting sustainable palm oil use. The campaign was delivered in a dedicated area in a walk-through animal exhibit, with rangers either "present" or "absent" in the campaign space. Questionnaires assessing awareness, knowledge, and purchasing intentions were completed by 1032 visitors. Two analyses were conducted: (1) comparing the impact of ranger presence versus absence (to assess the overall impact of having rangers present regardless of whether they talked to visitors) and (2) comparing the impact of talking to a ranger against demographically matched individuals visiting when rangers were absent (to assess the specific impact of talking to a ranger). Visitors who talked to rangers were more aware of palm oil, had more knowledge, and greater intentions of purchasing sustainable palm oil. However, as only one-quarter of visitors talked to a ranger, fewer differences were found comparing ranger presence versus absence. These findings suggest that rangers can be instrumental in communicating complex conservation issues and delivering zoo-based behavior change campaigns, but their impact is limited by low engagement rates.
We studied how interactions with interpretative science centre staff impacts the learning behaviours and engagement levels of visitors who engage with exhibits at Science North (Sudbury, Canada). This study uses the Visitor-Based Learning Framework. The tool consists of seven discrete learning-associated behaviours that visitors show when engaging with exhibits, which are grouped into three categories of engagement: Initiation, Transition, and Breakthrough. These categories reflect increasing levels of engagement and depth of the learning experience. We studied forty-seven Science North exhibits, and 4,835 visitors to analyse the impact of unstructured facilitation in a naturalistic setting. We compared visitor Engagement Levels with and without a facilitator present. We determined that the presence of staff has a statistically significant impact on the percentage of visitors that engage in Breakthrough behaviours. When a facilitator is present, more visitors reach the Breakthrough Level of Engagement (p < 0.001). In the second phase of the study, we explored what facilitators do and say through thematic analysis to uncover common patterns of facilitator actions and comments. Our findings showed that facilitators employed strategies and methods that can be grouped in four categories or Facilitation Dimensions: Comfort, Information, Reflection, and Exhibit Use. These dimensions encompass different strategies and techniques of facilitation, that are used in a variety of situations and sequences. Our study goes beyond anecdotal evidence to show that staff-visitor interactions have a positive impact on visitor engagement with exhibits and therefore, potentially on visitor learning from exhibits. Our findings can be used to inform not only training programs but also managerial decisions and considerations around resource allocation. We suggest that facilitators are a fundamental asset for institutions that prioritize visitor engagement, one that should be given top priority when considering areas for investing.
This paper outlines a qualitative investigation where wolf-focussed education was examined from the perspective of educators who work at programmes/centres around North America. Using a phenomenological methodology and a critical lens, methods involved semi-structured interviews with 17 educators from 15 different wolf centres, a brief content analysis of the centres’ websites, observations at two sites, and photographs. When it came to the experience of being a wolf educator certain motifs or essences emerged and these are discussed in light of the academic literature and their relevance to environmental education and research and include: the significance of personal, political, regional and cultural contexts; the key role that scientific knowledge and learning has for many wolf educators, the importance of ethics to the educators when teaching about and working with wolves, the significance of direct experiences with wolves, and engagement with conservation issues. This research highlights the importance of education as one strategy for wolf conservation, especially if it does not shy away from the messiness of controversial conservation issues and helps people grapple with the social, ethical, regional and cultural aspects of knowing wolves and our relationships as humans with them.
This study aimed at developing a set of question cards for fostering deep understanding and encouraging reasoning about fossils and analyze the characteristics of visitors' communication depending on whether to use the question cards in a fossil gallery. Through several steps, a card set consisted of nine generic questions about fossil exhibitions and guidance for using question cards were developed. Data related to visitors' communications were collected from 18 peer groups (from 5th to 9th grade) visiting the fossil gallery of Gwacheon National Science Museum. Visiting groups' interactions were videotape recorded and transcribed. ‘Holding time,’ the types of
‘actions,’ and the types of ‘conversation’ were analysed. Visitors' actions were divided into three categories: ‘look’, ‘speech’, and ‘motion.’ Furthermore, visitors' conversations categorized as ‘speech’ were subdivided into four patterns: ‘enumerative,’ ‘consensual,’ ‘responsive,’ and ‘argumentative.’ Using the question cards contributes to increase holding time and most of the visiting actions. Most of the conversation patterns also increased except the responsive pattern. In conclusion, using question cards in a fossil gallery could facilitate concentrated and meaningful visits by enhancing active verbal and non-verbal communications between exhibit and visitor or among visitors, encouraging visitors' reasoning about exhibits, and guiding visitors what and how to focus on exhibits.
Zoos are important and popular tourist attractions. Spread around the world, they are typically located in major cities, with visitation levels comparable to other major attractions. Nature-based attractions constructed in artificial settings, they face the challenge of trying to balance potentially conflicting aims of conservation, education and entertainment. The best are continually developing fresh and effective techniques on visitor interpretation and management, the worst highlight the manipulation of animals for human gratification. Taking a global approach, this book examines the problems and paradoxes of zoos as they try to balance their roles as visitor attractions while repositioning themselves as leading conservation agencies. © 2011 Warwick Frost and the authors of individual chapters. All rights reserved.
Views of educators and visitors were compared in relation to public enjoyment of a zoological park. Factors studied were the primary motivation, social orientation, and educational strategies associated with zoo visitation. Analysis of variance was used to test for significant differences between groups for each dimension. Results indicated that zoo educators were fairly good at predicting visitors’ educational and recreational motives for attendance, but showed less consistency regarding their social orientation (i.e., intrinsic values were more important to educators). When evaluating the importance of educational strategies, only two out of eight items were similar with visitors. Although educators demonstrated a reasonable understanding of zoo visitors, they were encouraged to become more market-oriented to meet the public's needs.
This study investigated the effects of performing animal-training sessions with Asian small-clawed otters (Aonyx cinerea) while zoo visitors watched. The effects of having an interpreter present to describe the otters and their training on zoo visitors were also assessed. The data from 389 visitors to Zoo Atlanta’s otter exhibit were analyzed, and exhibit stay times and animal activity levels were recorded during four conditions (passive exhibit viewing, interpretation-only sessions, public animal- training sessions, and public animal training with interpretation sessions). The findings suggest that public animal training and public animal training with interpretation produce more positive zoo experiences, training perceptions, exhibit size and staff assessments, and longer visitor exhibit stay times when compared to passive exhibit viewing and interpretation-only sessions. This study quantifies an outcome of positive reinforcement training beyond its effects on animals and extends the benefits to zoo visitors by providing information on how to increase positive perceptions and experiences for zoological park visitors.
Measurements of visitor behavior were collected at selected exhibits in 13 zoos throughout the United States. Percentage of visitors who stopped at each exhibit and the duration of visitor viewing time were obtained at exhibits of various species. Visitor behavior was found to correlate with both the characteristics of animals (animal activity, size of species, presence of infant) and the architectural characteristics of the exhibits (presence of visually competing exhibits, proximity of visitor to animal, visibility of animals, physical features of the exhibit). These finding have several implications for designing zoo exhibits.
Larger animals are more expensive to maintain in zoos than are smaller animals, and they breed at slower rates. Consequently, zoos could potentially contribute more to conservation efforts by concentrating on smaller‐bodied species, but they could lose patronage if the zoo’s public prefers to see larger species. Therefore, we examined the relationship between the popularity of zoo exhibits and the body sizes of the animals displayed. We measured popularity as the proportion of people passing an exhibit who looked at it for more than 10 seconds and compared popularity to the body size of the animals in the exhibit. We found that exhibits of larger animals were preferred by both adults and children. Children also showed a significant preference for larger groups of mammals. Although larger animals are more expensive to maintain, as estimated from adoption costs, a cost‐adjusted measure of popularity still yielded the conclusion that larger animals are more popular, especially with children. It thus may be premature to recommend that zoos concentrate on breeding smaller species to increase their potential contribution to conservation efforts because this would probably result in their exhibits being less popular.
Relación entre la Popularidad y el Tamaño Corporal en Animales de Zoológico
En los zoológicos, los animales grandes son más caros de mantener que los animales pequeños, además de que su tasa reproductiva es más baja. En consecuencia, los zoológicos contribuyen potencialmente más a los esfuerzos de conservación al concentrar esfuerzos en especies de cuerpos pequeños; sin embargo, los zoológicos podrían perder clientela si el público prefiere ver especies de cuerpo grande. Examinamos la relación entre la popularidad de las exhibiciones de zoológicos y el tamaño corporal de las especies exhibidas. Medimos la popularidad como la proporción de gente pasando por una exhibición y que la observó por más de 10 segundos y comparamos la popularidad con el tamaño del cuerpo de los animales exhibidos. Encontramos que las exhibiciones de animales grandes son preferidas tanto por adultos como por niños. Los niños mostraron además una preferencia significativa por los grupos de mamíferos grandes. Aunque los animales grandes son más caros de mantener en base a estimaciones de costo de adopción, una medida de ajuste en el costo en base a la popularidad mostró la conclusión de que los animales más grandes seguirían siendo más populares, especialmente entre los niños. Es aún prematuro recomendar que los zoológicos se concentren en la reproducción de especies pequeñas para incrementar su potencial contribución a los esfuerzos de conservación, puesto que esto podría resultar en una pérdida en la popularidad de sus exhibiciones.
A new but costly approach to providing visitors of zoos with information on conservation is the presentation of small exhibits by zoo professionals or volunteers. At these “touch tables” visitors can find out about the biology, ecology, and conservation of animals kept in the zoo. We studied the effect of a touch table on visitors' learning in a Swiss zoo (Tierpark Goldau) using an experimental approach. For half of each day, visitors could choose to gain information from labels next to the enclosures and posters. In addition, for the other half of the day visitors could also choose to make use of a touch table on the bearded vulture (Gypaetus barbatus). More than 600 visitors participated in the study. Results revealed that the modern approach was successful. Visitors using the touch table knew more about the biology, ecology, and conservation of bearded vultures, both immediately after their visit to the zoo and two months later. It is suggested that more use be made of touch tables in zoos, museums, visitor centers, and other settings for nature education. © 2005 Wiley Periodicals, Inc. Sci Ed90:296–315, 2006
Zoos and aquariums have shifted their focus over recent years, taking a much more active role in wildlife conservation and in promoting conservation learning among their visitors. Research in these settings provides a valuable foundation for the emerging field of non-captive wildlife tourism. In particular, valuable lessons regarding the potential impact of wildlife encounters on visitors’ conservation attitudes and behaviour can be drawn from research in zoos and aquariums. This paper explores those aspects of wildlife encounters that appear to contribute most to conservation learning. These include observing animals in their ‘natural’ environment; opportunities for close encounters with wildlife; opportunities to observe animal behaviour; engaging visitors emotionally; connecting with visitors’ prior knowledge and experiences; using persuasive communication; linking conservation goals and everyday actions; and providing incentives and activities to support visitors’ behaviour change. The extent to which wildlife tourists may be receptive to conservation messages is also considered, in light of research in zoos and aquariums. The implications of these findings for conservation learning in the context of non-captive wildlife tourism are discussed and suggestions for future research in this area are made. Several methodological challenges facing the field are also discussed.
The authors applied functionalist theory to the question of the motivations underlying volunteerism, hypothesized 6 functions potentially served by volunteerism, and designed an instrument to assess these functions (Volunteer Functions Inventory; VFI). Exploratory and confirmatory factor analyses on diverse samples yielded factor solutions consistent with functionalist theorizing; each VFI motivation, loaded on a single factor, possessed substantial internal consistency and temporal stability and correlated only modestly with other VFI motivations (Studies 1, 2, and 3). Evidence for predictive validity is provided by a laboratory study in which VFI motivations predicted the persuasive appeal of messages better when message and motivation were matched than mismatched (Study 4), and by field studies in which the extent to which volunteers' experiences matched their motivations predicted satisfaction (Study 5) and future intentions (Study 6). Theoretical and practical implications are discussed.
The Point Defiance Zoo & Aquarium in Tacoma, Washington, served as the setting for a study to compare visitor responses to traditional and interpretive presentation of a clouded leopard. The primary research goal was to determine how well these two types of presentations achieved the zoo's educational goals of affective message delivery. Researchers made observations of the amount of time visitors spent viewing the clouded leopard and the effort spent seeking information (either reading signs or asking questions). In addition visitors to the traditional exhibit and the interpretive presentation were surveyed about their attitudes about zoo animals and wildlife conservation. Results indicated that visitors viewing the interpretive presentation demonstrated significantly longer viewing time and increased information-seeking as compared to visitors to the traditional exhibit. Additionally, survey results showed that visitors to the interpretive presentation demonstrated more positive feelings about the animal's care and quality of life than those observing the animal in the traditional exhibit.
Questionnaires were used to assess the profile of visitors to the Jersey Zoological Park through demographic data and to evaluate the effectiveness of informal educational media such as the guidebook, signs and keeper talks. Visitors were asked for their perceptions of the work of the zoo, their personal experience of a visit and their evaluation of the educational facilities offered. Public attitudes to wildlife conservation and the influence of Jersey Zoo were also assessed. A large proportion of visitors had a high level of education, belonged to one of the higher socio-economic groups and visited the zoo because of an interest in, and knowledge of, wildlife. Visitor satisfaction was generally very high. Keeper talks were the most-popular and effective educational tool and the zoo was found to have a positive influence on visitor attitudes towards conservation.
This study explores why people come to the National Zoological Park, the value of their visit, what they learn, and how the overall experience of visiting the zoo affects them. The study was undertaken over six months. It is part of a series to evaluate how various bureaus of the Smithsonian Institutions influence the public through their diverse programs and exhibits. The major objective is to provide the zoo staff with a type of information that will help them improve zoo practices. The document is presented in six sections. Section I offers an overview of the study. Section II explains methodology. Procedures included gathering a fact finding team (composed of zoo staff members, psychology interns, volunteers, and a methodologist), conducting interviews with zoo staff and visitors, observing visitor behavior, analyzing data from interviews and observations, and preparing a final report. Section III provides descriptive data on visitors--age, sex, occupation, residence, etc. Section IV analyzes and discusses data. Findings indicated that people came to the National Zoo for reasons of tradition, relaxation, entertainment, education, and to observe animals which might soon be extinct. They expressed particular concern for animal comfort, zoo cleanliness, and a non-crowded environment. They most enjoyed observing the animals and questioning zoo tour guides for further information. Many respondents indicated a need for self-guided tours. Section V identifies areas for additional study, including providing for specialized learning and guarding against misconceptions. The final section offers conclusions. A major conclusion was that visitors are more knowledgeable and curious than ever before. Implications for the zoo staff are discussed. (DB)
A focal-animal sampling technique was applied to measure and quantify visitor behavior at an enclosed hummingbird aviary. The amount of time visitors stayed within the aviary and how they allocated time was measured. Results can be used by exhibit designers to create and modify museum exhibits. (LZ)
Almost all of what people learn from outdoor educational settings such as zoos and gardens stems from the exhibits themselves or signs about the exhibits. Evaluation of the various forms of visual communication in outdoor educational settings is necessary to determine the effectiveness of exhibitions, educational activities, and/or conservation programs. A preliminary study was conducted at the Phoenix Zoo, in the Arizona Trail--Reptile Section, to determine visitor use and satisfaction. Study techniques included pre- and post-viewing surveys, interviews, and observation of visitors. The most frequently described fact that visitors remembered was the information contained on a sign developed by a school group explaining the difference between "venomous" and "poisonous." In contrast to other signs in the exhibit, this sign contained a clear, simple message beginning with a thought-provoking question. Many visitors do not read the small signs accompanying exhibits, possibly because of their placement height and small print. Guidelines suggested to help designers improve the effectiveness of visual communication in this type of setting include: (1) arouse learner curiosity with a simple, thought-provoking question or title: (2) supply a succinct answer below the question; (3) use simple, clear language; (4) use large, clear text; (5) keep text to a minimum; (6) utilize pictures and graphics to help learners see to what the text is referring. (Author/SWC)
The extent to which the presence of zoo visitors influences animal behavior, and the ways in which animal activity influences visitor interest and perception, are of great interest to zoological parks. Visitors have been variously characterized as being enriching for zoo animals, as being stressors, and generally as influencing behavior in measurable ways. Most studies have focused on primates, and have assumed a “visitor effect” paradigm (i.e., visitors influence animal behavior). Here we present findings from a study of a nonprimate group (felids), and examine the “visitor attraction” model, which assumes that visitors are attracted to active animals. We assessed visitor interest and number at seven cat exhibits at the Brookfield Zoo during the spring and summer of 2002. Data were collected during 1-min scans of each exhibit at 10-min intervals. The results indicate that visitor presence per se did not influence cat activity, and that visitor interest was generally greater when cats were active. Various species differences may be explained by visitor familiarity with the species, variations in exhibit design, and species-specific activity budgets. We conclude that the visitor attraction model may be more appropriate for taxa, such as large cats, that tend naturally to be largely inactive and to respond little (if at all) to visitor disturbances or efforts to engage. The relationship must be viewed as bidirectional: visitors influence animal behavior, and animal behavior influences visitor interest. However, the strength and primary direction of this relationship is likely taxon-specific. We suggest that a visitor attraction model may be more appropriate not only for felids, but for other taxa with similar behavioral patterns and responses as well. Zoo Biol 22:587–599, 2003. © 2003 Wiley-Liss, Inc.
The author predicted that Zoo Atlanta visitors who had interactive experience with the zoo's elephant demonstration and bio-fact program would be more likely to actively support elephant conservation than those who simply viewed the animals in their exhibit and read graphics. The survey instruments used in this research consisted of 25 closed-ended questions, petitions, and conservation-action solicitation cards. A random sample of 471 zoo visitors was selected, and 350 individuals completed the survey, signed petitions, and took solicitation cards. The overall return rate of the solicitation cards was 18.3%; the return rate was higher for visitors who had higher levels of interaction with the elephant exhibit. The return rates by experience were highest—29.7%, high—20.3%, undetermined—14.8%, low—14.3%, and lowest—11.6%. For the five categories of experience, the distribution of return rates was not random, χ2(4,N = 64) = 9.88, p < .04.
Changing thinking about learning for a changing world
- J E Heimlich
- M Storksdieck
Heimlich, J. E., & Storksdieck, M. (2007). Changing thinking about learning for a changing world. Southern African Journal of Environmental Education, 24, 63–75.
E-mail: preethi mony@yahoo.com. Joe E. Heimlich is an associate professor at The Ohio State University School of Environment & Natural Resources and Environmental Studies Graduate Program
- About The Authors Preethi
- Mony
ABOUT THE AUTHORS Preethi Mony is a freelance consultant specializing in research and development of non-formal environmental education programs. E-mail: preethi mony@yahoo.com. Joe E. Heimlich is an associate professor at The Ohio State University School of Environment & Natural Resources and Environmental Studies Graduate Program, and a Senior Research Associate with the Institute for Learning Innovation in Edgewater, MD. E-mail: heimlich.1@osu.edu. 162 Visitor Studies, 11(2), 2008 Downloaded by [University of Newcastle, Australia] at 16:28 09 January 2015
Dosage versus distribution: The support of docents on zoo visitors' acquisition of knowledge. Paper presented at the annual meeting of the American Association of Zoological Parks and Aquariums
- B A Birney
- S Shaha
Birney, B. A., & Shaha, S. (1982). Dosage versus distribution: The support of docents on zoo visitors' acquisition of knowledge. Paper presented at the annual meeting of the American Association of Zoological Parks and Aquariums, Birmingham, AL. Bitgood, S., Patterson, D., & Benefield, A. (1988). Exhibit design and visitor behavior: Empirical relationships. Environment and Behavior, 20, 474–491.
Measuring the learning outcomes of adult visitors to zoos and aquariums: Confirmatory study
- J E Heimlich
- K Bronnenkant
- N Witgert
- J H Falk
Heimlich, J. E., Bronnenkant, K., Witgert, N., & Falk, J. H. (2005). Measuring the learning outcomes of adult visitors to zoos and aquariums: Confirmatory study. Annapolis, MD: Institute of Learning Innovation.
View the zoo: Evaluation of visual com-munication in an outdoor educational setting. Paper presented at the annual meeting of the Association for Factors influencing zoo visitors' conservation attitudes and behavior
- H L Schnackenberg
- W C Savenye
- H Jones
Schnackenberg, H. L., Savenye, W. C., & Jones, H. (1997). View the zoo: Evaluation of visual com-munication in an outdoor educational setting. Paper presented at the annual meeting of the Association for Educational Communications and Technology, Albuquerque, NM. Swanagan, J. (2000). Factors influencing zoo visitors' conservation attitudes and behavior. Journal of Environmental Education, 31(4), 26–31.
View the zoo: Evaluation of visual communication in an outdoor educational setting. Paper presented at the annual meeting of the Association for Educational Communications and Technology
- H L Schnackenberg
- W C Savenye
- H Jones