This book summarizes a range of psychological research into how zoos and aquariums operate in the minds of visitors and the broader public. Bringing together core findings from emerging international research, the book provides data-based summaries that situate the content in the larger context of how cultural institutions shape public understanding. The focus of this book is to bring into a single resource, the major strains of research that have explored how zoos and aquariums are situated in public consciousness, to ground the discourses around what zoos and aquariums do in the empirical data and evidence, and to find opportunities to summarize well-established fact to support future research expanding on the known.
Among the topics discussed:
- History of zoo and aquarium development
- The role of zoos and aquariums in environmental literacy
- Empathy development at zoos
- Applying behavior change theories to the zoo visitor’s experience
- Social radiation of ideas from cultural institutions
Professional practitioners, zoo industry professionals, and business leaders will find this book an invaluable guide to the psychological literature surrounding the zoo industry.
Author(s): John Fraser, Joe E. Heimlich, Kelly Riedinger
Series: Psychology and Our Planet
Publisher: Springer
Year: 2023
Language: English
Pages: 185
City: Cham
Acknowledgements
Contents
About the Editors, Associate Editors and Authors
Editors
Associate Editors
Authors
Abbreviations
Chapter 1: An Integrated Approach to Museum Learning Research
Introduction
A Brief History of Informal Learning Designations
Overlapping Learning Modalities
Why Zoos and Aquariums Matter
STEM Literacies at Zoos and Aquariums
Conclusion: An Appreciation of Zoos and Aquariums in the Public Mind
References
Chapter 2: Evaluating the AZA Framework for Zoo and Aquarium Social Science Research: A Review and Analysis of Relevant Literature 2011–2019
Introduction
Previous Reviews of Zoo- and Aquarium-Focused Social Science Research
Methods
Inclusion and Exclusion Criteria
The Review Process
Findings
Research Area Receiving Most Coverage in the Literature: Unique Characteristics of Zoo- and Aquarium-Based Learning (AZA Framework Recommendation #5)
AZA Framework Recommendation with Some Coverage: Recommendation #3
AZA Framework Recommendations with Limited Coverage
AZA Framework Recommendations with Little Coverage
Articles That Did Not Fit the AZA Framework
Discussion
Next Steps: Delimitations and Recommendations
Delimitations
Recommendations
Conclusion
References
Chapter 3: Visitors and Conservation: Seeking Behavior
Introduction: What Does Conservation Mean in the Context of an Aquarium or Zoo?
What Makes a Zoo or Aquarium a Conservation Organization?
Zoos and Aquariums Doing Conservation: In situ and Institutional Efforts
Zoos and Aquariums as Conservation Behavior Organizations: Responsibilities and Opportunities
Behavioral Models in Zoo and Aquarium Research
Sociocultural Learning Perspectives: Coalescing Behavior for Key Visit Aspects
Conclusion
References
Chapter 4: Understanding the Visitor
Introduction
Who Visits and Why?
What Do Visitors Know About Zoos and Aquariums?
What Are the Conservation Learning Outcomes from a Visit?
Conclusions
References
Chapter 5: What Is the STEM Learning Ecology and Where Do Zoos and Aquariums Fit in It? Insights from National Studies of the Public’s Engagement with Science, Technology, Engineering, and Math
Introduction
What Is the STEM Learning Ecology?
What Is the Role of Z/As in the STEM Learning Ecology?
Qualitative Exploration of the STEM Learning Ecology
Settings
Learning Modalities
Learning at Zoos and Aquariums
Confirmatory National Study of the US Public
How Does the Public Perceive the STEM Learning Ecology?
How Often Do People Encounter Each STEM Discipline in These Settings?
What STEM Topics Do People Learn in These Settings?
What Modalities Do the Settings Offer for STEM Learning?
Mapping the STEM Learning Ecology
Where Zoos and Aquariums Fit in the STEM Learning Ecology
Implications for Zoos and Aquariums
Proposed Strategies for Zoos and Aquariums
Conclusion
References
Chapter 6: Why We (Still) Do Not Know the Educational Impact of Zoos and Aquariums: Assessing Current Evaluation Methods and Ways to Improve Them
Introduction
Longstanding Limitations in Z/A Educational Evaluation
Single Zoo Studies
Large-Scale Studies
Signage
Z/A Live Programs, Talks, and Educational Sessions
Measuring Learning
The Progression of Educational Impact Evaluation Research
Research Paradigms
Conclusion
References
Chapter 7: Zoo and Aquarium Visitors’ Wildlife Values and Ethics Orientations
Introduction
The Present Studies
Study 1 Are Zoo Visitors Motivated by Moral Concerns to Protect Animals and Environmental Entities?
Methods (Study 1)
Results (Study 1)
Study 2
Methods (Study 2)
Results (Study 2)
Synthesizing Results from Studies 1 and 2
Study 3
Methods (Study 3)
Results (Study 3)
Discussion
Conclusions
References
Chapter 8: Believing Zoos and Aquariums as Conservation Informants
Introduction
Trust Toward Zoos and Aquariums
Applications of Trustworthiness Judgments to Zoos and Aquariums
Favorability Toward Zoos and Aquariums
Affinity Toward Zoos and Aquariums
The Credibility of Conservation Messages from Zoos and Aquariums
The Epistemic Authority of Zoos and Aquariums: An Hypothetical Model
Method
Participants
Analysis
Results
Contributions of Epistemic Authority to the Credibility Conservation Messaging
Different Starting Points for Message Credibility
Implications for Zoo and Aquarium Leadership
All Aspects of Epistemic Authority Matter
Recommendations for Cultivating Trustworthiness
Conclusion
References
Chapter 9: Visitor Behavior and Talk at Zoos and Aquariums: Tracking Visitor Groups with GoPro Cameras
Introduction
Why Zoos and Aquariums Matter Project
Theoretical Framing
Study Design
What We Learned
What Do Visitors Bring with Them to a Visit?
What Do Visitors Do During Their Z/A Visits?
Discussion and Implications
Personal Context
Sociocultural Context
Limitations
Conclusions and Future Work
References
Chapter 10: Family Talk at Live Animal Exhibits: From Biological to Ecological to Conservation Talk
Introduction
Defining Family
Touch Tank Engagement and Family Learning Outcomes
Capturing Family Dialogue
Linking Activities and Outcomes
What Counts as Conservation Talk?
Identifying Conservation Talk
Conservation Talk in Different Designed Spaces
Enhancing Conservation Outcomes at Touch Tanks
References
Chapter 11: The AZA Social Science Research Agenda 2020: How the Social Sciences Can Help People and Wildlife Thrive Together
Introduction
Early Efforts
Impetus for Change
Development Process
A New Agenda
Key Research Question #1: How Can Zoos and Aquariums Help Build a More Equitable Society Through Critical Reflection on Their Internal Operations, Culture, and Communications? How Can Zoo and Aquarium DEAI Efforts Support This?
Key Research Question #2: What Is the Role of Zoos and Aquariums in Communities, Including in the Context of Striving for Environmental and Social Justice?
Key Research #3: What Is the Role of Zoos and Aquariums in Contributing to Social Change Toward Conservation?
Key Research Question #4: What Is the Role of Zoos and Aquariums in Contributing to the Development of a Person’s Intellectual, Social, Emotional, and Physical Well-being?
Key Research Question #5: How Can Zoos/Aquariums Maximize Their Systemic Impact on Conservation?
Discussion and Implications
Making It Happen
AZA
AZA Members
Researchers
Broadening Perspectives
Conclusions
References
Index
