The Role of Post-Visit Action Resources in Facilitating Meaningful Free-Choice Learning after a Zoo Visit

Autor/inn/en	Bueddefeld, Jill N. H.; Van Winkle, Christine M.
Titel	The Role of Post-Visit Action Resources in Facilitating Meaningful Free-Choice Learning after a Zoo Visit
Quelle	In: Environmental Education Research, 24 (2018) 1, S.97-110 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2016.1198952
Schlagwörter	Recreational Facilities; Environmental Education; Informal Education; Behavior Change; Climate; Sustainability; Conservation (Environment); Animals; Interviews; Mixed Methods Research; Foreign Countries; Pretests Posttests; Experimental Groups; Control Groups; Comparative Analysis; Recycling; Energy Conservation; Questionnaires; Statistical Analysis; Canada (Winnipeg) + Suchen Sie Ihr Suchwort? Freizeiteinrichtung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Informelle Bildung; Nichtformale Bildung; Klima; Nachhaltigkeit; Conservation; Environment; Konservierung; Bewahung; Umwelt; Animal; Tier; Tiere; Interviewing; Interviewtechnik; Ausland; Energieerhaltung; Energiespeicherung; Fragebogen; Statistische Analyse
Abstract	Places like zoos, where free-choice learning is encouraged, are important for conveying climate change and sustainability issues to the public. Free-choice learning that targets environmentally focused sustainable behavior changes must be meaningful in order to encourage actual behavior change post-visit. However, visitors often fail to translate their learning into behavior change after a visit. This research explores the role of post-visit action resources (PVARs) in facilitating long-term learning for individual environmental sustainability after a visit to the Leatherdale International Polar Bear Conservation Centre in Winnipeg's Assiniboine Park Zoo in Manitoba, Canada. An embedded mixed-methods research design used personal meaning maps and follow-up interviews to measure free-choice learning; data were analyzed both quantitatively and qualitatively. Findings revealed that the PVARs positively affected free-choice learning after an on-site visit to the zoo. Recommendations and implications are discussed in relation to practical applications and implications for future research in environmental education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01