Quantifying the Long-Term Impact of Zoological Education: A Study of Learning in a Zoo and an Aquarium

Autor/inn/en	Collins, Courtney; Corkery, Ilse; McKeown, Sean; McSweeney, Lynda; Flannery, Kevin; Kennedy, Declan; O'Riordan, Ruth
Titel	Quantifying the Long-Term Impact of Zoological Education: A Study of Learning in a Zoo and an Aquarium
Quelle	In: Environmental Education Research, 26 (2020) 7, S.1008-1026 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collins, Courtney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2020.1771287
Schlagwörter	Zoology; Recreational Facilities; Knowledge Level; Childrens Attitudes; Child Behavior; Preadolescents; Intervention; Gender Differences; Environmental Education; Foreign Countries; Pretests Posttests; Field Trips; Ireland + Suchen Sie Ihr Suchwort? Zoologie; Freizeiteinrichtung; Wissensbasis; Pre-adolescence; Präadoleszenz; Geschlechterkonflikt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Exkursion; Irland
Abstract	There is increasing evidence that zoos and aquariums do, as intended, educate their visitors. However, even though most zoos offer a wide array of educational experiences, few studies have considered if the duration of an educational experience affects learning or whether learning lasts beyond the immediate visit. The current study used matched-pairs surveys to investigate children's knowledge, attitude and knowledge of positive behavior during both a five-day zoo camp and six months after an aquarium visit. The participants of the study included children aged 9-12 years some of whom had participated in a purposefully designed educational intervention. First, the impact of a five-day zoo camp experience on children's learning was investigated. Second, learning retention was investigated six months after a school tour at an aquarium. Results showed that during the camp learning was positively affected by participation in the educational intervention and by previous zoo experience. Girls were more likely than boys to have an increase in learning six months after an aquarium visit. The study demonstrates that learning persists, but that education can be enhanced with longer programs. Thus, zoos can play an increasingly important role in igniting pro-environmental behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01