This research proposed a revised theory of how collective environmental identity is associated with engagement with the advancement of pro‐environmental behaviors. The research comprised three activities that examined the experiences of three groups of people who claim zoo visiting as an important part of their life‐story: conservation biologists who describe zoo experiences as having significant formative role in their childhood development of environmental values; parents who prioritize zoo visits as an important cultural experiences for their children; and active zoo volunteers. This
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TEAM MEMBERS:
Wildlife Conservation SocietyJohn Fraser
The Chicago Zoological Society (CZS) in collaboration with Eden Place Nature Center, the Fuller Park Community Corporation, and the University of Illinois at Chicago (UIC) will implement the SCIENCES Program, Supporting a Community's Informal Education Needs: Confidence and Empowerment in STEM. The primary goals of this Full Scale Development project are to broaden access to and participation in environmental science, strengthen partnerships between CZS, Eden Place, and UIC, and gain insights into the 'ecosystemic' learning model which promotes scientific literacy and agency in the community. The project targets a low-resource community with a minority audience while the secondary audience is informal science learning organizations and researchers who will advance research in informal learning. The theoretical framework for the project design draws on conservation psychology, informal science learning, civic ecology education, and urban science education to create an ecosystematic, geographically centered approach. The deliverables include research, curriculum, and engaging hands-on programs for youth, families, adults, and teachers, reaching both in-school and out-of-school audiences, in addition to the SCIENCES Implementation Network. Three potential curriculum themes to be explored are water conservation and protection, pollinators for healthy ecosystems, and community resilience to climate change. The SCIENCES project offers a comprehensive suite of engaging programs for community audiences. For example, the year-long Zoo Adventure Passport (ZAP) program for families includes hands-on experiments and field trips, while project-based learning experiences enable teens to create wetlands, design interpretive signage, and develop associated public programming. School-based programs include professional development for teachers on the Great Lakes ecosystem and invasive species. Existing programs that have been previously evaluated and demonstrated to show learning impacts will be adapted and modified to meet the goals of the ecosystemic learning model by providing multiple learning opportunities. New learning resources will also be created to support the content themes and provide continuity. The result will be a comprehensive approach that ensures deep community engagement by individuals, families, and organizations, with cohesiveness provided by the overarching content themes which broaden access to STEM learning resources and leverages partnerships. The project includes both a research and evaluation plan. The primary research question to be addressed is: How does a large informal science learning institution work with a community-based organization to support environmental scientific literacy and agency at all levels of the community? A sociocultural framework will be used for this mixed-methods case study research. Study participants include community leaders, youth, parents, teachers, and staff from Eden Place. The case study sample will include 20 focal individuals drawn from the participant groups and approximately 300 survey participants. Case study data will be triangulated with evaluation data and analyzed using a grounded theory approach. By examining changes from the baseline following the implementation of the community programs, the findings may provide insight on agency and science literacy among community members. The comprehensive, mixed-methods evaluation plan employs a quasi-experimental design and incorporates front-end, formative, and summative evaluation components. The evaluation questions address the quality of the processes and products, access to environmental science learning opportunities, environmental science literacy, sustainability, and barriers to implementation. An extensive dissemination plan is proposed with a dual emphasis on meeting stakeholders' needs at multiple levels. The evaluation and research teams will emphasize publication in peer reviewed journals and presentations at conferences for informal science education professionals. Findings will be shared with the Fuller Park community stakeholders using creative methods such as one-page research briefs written in layperson's language, videos, and recorded interviews with participants. The local project Advisory Board will also be actively involved in the dissemination of findings to community constituents. The SCIENCES National Amplification Network will be created and work collaboratively with the American Association of Zoos and Aquariums and the Metropolitan Green Spaces Alliance to disseminate the model. Collectively, the activities and deliverables outlined in this proposal will advance the discovery of sustainable models of community-based learning while the research will advance the understanding of informal learning support for science literacy and agency.
This technical report summarizes the statistical analyses used to determine how well the Measuring Activation (MA) instrument developed through the Science Learning Activation Lab project gathers appropriate information about the five dimensions of activation. The MA instrument was designed to evaluate the impact of science-learning programs and experiences on activation, and contains a series of survey items organized around five identified dimensions of activation. The five dimensions of activation are: fascination, values, perceived autonomy, competency beliefs, and scientific sensemaking.
This article discusses the keys to successful field trips. The authors outline findings from eight years of studying self-guided school groups at the Monterey Bay Aquarium, including what they've learned about these groups and their plans for enhancing field trip experiences.
This paper outlines findings from a 1990 survey conducted by the American Association of Zoological Parks and Aquariums (AAZPA), specifically related to the prevalence and value of teacher training programs at accredited AAZPA institutions.
This paper outlines the methodology and findings of a study that analyzed the effects of zoo-based educational approaches on the knowledge of, and attitude toward, wildlife conservation among Colombian fourth-grade students (9 to 11 years of age). The rationale behind the study was that direct experience, coupled with adequate preparation and reinforcement, should improve children's knowledge of, and attitudes toward wildlife.
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TEAM MEMBERS:
Teresa Gutierrez de WhiteSusan K. Jacobson
In this paper, researchers at Monterey Bay Aquarium share findings from a study of self-guided school groups. This report focuses the meaning of "running amok" as it applies to these self-guided school groups and questions general assumptions about self-guided school groups.
In this paper, researchers at the Brookfield Zoo present a case study in evaluating a technology project involving partnerships between museums and formal education. THe focus is on the multiple-method design, which was required in order to work with all participants, from funders to educators, to teachers and students. A set of tools, from traditional surveys through teacher-led performance assessments, was used to measure student learning, teacher satisfaction, and effective implementation of technology and museum content into quality Web pages. The authors share their experiences to help
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TEAM MEMBERS:
H. Elizabeth Stuart PerryCarol D. Saunders
In this bibliography, Jacksonville State University researcher Stephen Bitgood presents a list of research reports on the topic of school field trips to museums and zoos.
In this article, University of Florida researchers John J. Koran, Jr., Mary Lou Koran, and Jim Ellis present a review of research on the effectiveness of field trip experience and analyze findings for trends.
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TEAM MEMBERS:
John J. Koran Jr.Mary Lou KoranJim Ellis
In this article, Jacksonville State University researcher Stephen Bitgood presents a general overview of the literature on field trips. Bitgood reviews the four phases of school field trip programs: planning of the program, pre-visit preparation, on-site activities, and follow-up activities. Bitgood cites studies that address each of phase and acknowledges gaps in current research.
In this brief article, Jacksonville State University's Stephen Bitgood offers informal professionals six suggestions for preventing student misbehavior during school field trips to museums or zoos. Bitgood, a former child psychologist, suggests that good planning is the key to any successful field trip.