Social science research into public understanding of animal cognition has tended toward a disciplinary focus with conceptual frameworks, questionnaires, concepts and categories that do not appear to align with the findings emerging from the scientific study of animal cognition. The goal of this paper is to present a framework that aligns the dimensions of these two disparate research fields to allow for better assessment of public perceptions of animal minds. The paper identifies different dimensions that have been categorized through the empirical study of animal cognition, as well as the
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
DATE:
TEAM MEMBERS:
Wildlife Conservation SocietyJohn Fraser
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, staff at the University of Florida's Florida Museum of Natural History discuss the efforts of the Learning in Informal Settings Program, including three international evaluation studies.
DATE:
TEAM MEMBERS:
John J. Koran, Jr.Mary Lou KoranBetty Dunckel CampAnne E. Donnelly
Most free-choice science learning institutions, in particular science centers, zoos, aquariums, and natural history museums, define themselves as educational institutions. However, to what extent, and for which visitors, do these free-choice learning settings accomplish their educational mission? Answering this question has proven challenging, in large part because of the inherent variability of visitors to such settings. We hypothesize that the challenges of measuring free-choice science learning might be diminished if it were possible to pool populations during analysis in ways that reduced
As more and more people look to institutions of informal education os places where science education occurs (Kimche, 1978; Tressell, 1980), increased attention has focused upon assessing learning in these out-of-school settings. In particular, instituions such as museums, nature centers, and zoos have devoted considerable efforts towards developing evaluation techniques. A multitude of procedures and approaches have been tired. These include questionnaires (Eason & Linn, 1976; Borun, 1977), empirical testing designs (Screven, 1974; Snider, Eason, & Friedman, 1979; Wright, 1980), and various
Poster on NSF grant DRL-1114335 (""Collaborative Research: Research: Zoo And Aquarium Action Research Collaborative (ZAARC)"") presented at the 2012 ISE PI Meeting.
Presentation on NSF grant DRL-1010938 (Saving Species: Socially-Networked Exhibits for Science Inquiry and Public Action) presented at the CAISE Convening on Sustainability Science and Informal Science Education, February 6th, 2012.
DATE:
TEAM MEMBERS:
Christopher Myers
resourceresearchMuseum and Science Center Programs
Presentation on NSF grant DRL-0610409 (Wild Research: A Whole-Zoo Exhibit and Inquiry Program) presented at the CAISE Convening on Sustainability Science and Informal Science Education, February 6th, 2012.
Presentation on NSF grant DRL-0840230 (""Communities of Learning for Urban Environments"") presented at the CAISE Convening on Organizational Networks, November 17th, 2011.
To find out if zoos and aquariums successfully promote conservation, the Association of Zoos and Aquariums (AZA) formed strategic partnerships and undertook a three-year, nationwide study of the impacts of a visit to a zoo or aquarium. We found that going to AZA accredited zoos and aquariums in North America does have a measurable impact on the conservation attitudes and understanding of adult visitors.
Parents committed to bringing their children to zoos ascribed the value of the visits to promoting altruism to prepare their children for future social encounters; transferring their own environmental values; encouraging self-esteem; and inculcating cultural norms. This article suggests that ISE educators can attract/engage parents through appealing to moral development for children.