This article describes a front-end evaluation conducted by researchers at the Wildlife Conservation Society's Prospect Park Zoo in planning for the new "In Living Color" exhibit. The evaluation examined how the zoo's average young visitor--a 5.1 year old--thinks and feels about animal coloration.
This paper discusses the development and visitor research of the George D. Widener Memorial Treehouse at the Philadelphia Zoo. The exhibit represents a non-traditional approach to education which involves the child as learner in the guise of an animal. This paper includes key findings from an evaluation study that aimed to achieve a systematic, working description of how visitors use "Treehouse"--what they are actually doing while they are there.
This paper discusses the obstacles that the Philadelphia Zoo confronted when they attempted to evaluate and develop a series of interactive activity kits called "Explore-A-Zoo." The kits aimed to encourage families with children aged 3-9 to interact together in front of exhibits while at the same time improve their science process skills. This paper describes the challenges staff encountered while interviewing preliterate 3-5 year olds as well as highlights two data collection methods that they found successful.
The Seattle Aquarium seeks to discover how toddler families experience its exhibits and how to best incorporate toddler family needs in future exhibit developments. The goal of this study is to begin to document toddler-exhibit interactions in order to better understand the Aquarium experience for that audience. The specific research goal was to determine which exhibit elements are attracting and holding the attention of the toddler family audience. A total of 47 caregiver interviews and 297 toddler observations across three exhibit areas were collected from January-March 2011 at the Seattle
DATE:
TEAM MEMBERS:
Andrea BarberKaleen PovisSeattle Aquarium
The Los Angeles Zoo and Botanical Gardens contracted Randi Korn & Associates, Inc. (RK&A) to conduct a summative evaluation of the California Condor Rescue Zone (CCRZ), an immersive, facilitated play space designed for elementary school-age children. The summative evaluation explored how well CCRZ achieved its goals for children and adults. How did we approach this study? RK&A conducted naturalistic observations and exit interviews over a six-day period in February and March, 2011. Naturalistic observations documented the behavior of visitors and Zoo staff/volunteers in California Condor
DATE:
TEAM MEMBERS:
Randi Korn & Associates, Inc.Los Angeles Zoo and Botanical Gardens
The University of Cincinnati Arlitt Child and Family Research and Education will conduct a two-year research investigation to document and understand young children's scientific dialog, interactions, behaviors, and thinking within expressly designed natural play environments called playscapes. Two existing environmental science-focused playscapes will serve as the informal context for the study. Pre-school children and their teachers at early childhood centers, Head Start programs and informal learning institutions such as zoos, nature centers, and museums will participate in the study. The Cincinnati Nature Center and the Cincinnati Playscape Initiative will partner with the University of Cincinnati for this research endeavor. The results of the study are expected to not only address a significant gap in the literature base related to self-directed play and young children\'s scientific thinking within playscapes environments, but the study also has the potential to inform the field more broadly about scientific learning and teaching across informal and formal contexts at the early childhood levels. Nine research questions will frame the study and seek to investigate: (a) children\'s behaviors in intentionally designed playscapes, (b) children\'s scientific thinking in intentionally designed playscapes, and the relationship between access to the playscape environment and children's attitudes about science and their own scientist identities. The study sample includes over 200 children (ages 3-5) will be recruited from local university, child care centers and head start programs. Each child will participate in research activities at one of two test sites, with sixty children participating in research activities at both test sites. As part of the study, the children will visit the test sites at least three different times and will be asked to explore the playscape environments on their own, with other children, and with their teachers. Lavalier microphones will capture the students' self-talk and dialogs with others, as they explore the specially designed playscape environments. Other data collection methods include: behavior mapping, direct observation, dialog analysis, surveys, focus groups, and curriculum-based assessments. A team of researchers, including university faculty and graduate assistants, will employ inductive, deductive, and abductive analytical methods and reasoning to analyze and synthesize the data. Concurrently, an external evaluator at the Evaluation Services Center will employ a mixed-methods approach for the formative, remedial, and summative project evaluations. An ultimate goal of the project is to use the research findings to provide a scientific base for the development of an early childhood approach that promotes scientific thinking and learning within self-directed, informal contexts.