Zoos and Aquariums in the Public Mind

Description

This book summarizes a range of psychological research into how zoos and aquariums operate in the minds of visitors and the broader public. Bringing together core findings from emerging international research, the book provides data-based summaries that situate the content in the larger context of how cultural institutions shape public understanding. The focus of this book is to bring into a single resource, the major strains of research that have explored how zoos and aquariums are situated in public consciousness, to ground the discourses around what zoos and aquariums do in the empirical data and evidence, and to find opportunities to summarize well-established fact to support future research expanding on the known.  Among the topics discussed: History of zoo and aquarium developmentThe role of zoos and aquariums in environmental literacyEmpathy development at zoosApplying behavior change theories to the zoo visitor’s experienceSocial radiation of ideas from cultural institutions Professional practitioners, zoo industry professionals, and business leaders will find this book an invaluable guide to the psychological literature surrounding the zoo industry. Acknowledgements Contents About the Editors, Associate Editors and Authors Editors Associate Editors Authors Abbreviations Chapter 1: An Integrated Approach to Museum Learning Research Introduction A Brief History of Informal Learning Designations Overlapping Learning Modalities Why Zoos and Aquariums Matter STEM Literacies at Zoos and Aquariums Conclusion: An Appreciation of Zoos and Aquariums in the Public Mind References Chapter 2: Evaluating the AZA Framework for Zoo and Aquarium Social Science Research: A Review and Analysis of Relevant Literature 2011–2019 Introduction Previous Reviews of Zoo- and Aquarium-Focused Social Science Research Methods Inclusion and Exclusion Criteria The Review Process Findings Research Area Receiving Most Coverage in the Literature: Unique Characteristics of Zoo- and Aquarium-Based Learning (AZA Framework Recommendation #5) AZA Framework Recommendation with Some Coverage: Recommendation #3 AZA Framework Recommendations with Limited Coverage AZA Framework Recommendations with Little Coverage Articles That Did Not Fit the AZA Framework Discussion Next Steps: Delimitations and Recommendations Delimitations Recommendations Conclusion References Chapter 3: Visitors and Conservation: Seeking Behavior Introduction: What Does Conservation Mean in the Context of an Aquarium or Zoo? What Makes a Zoo or Aquarium a Conservation Organization? Zoos and Aquariums Doing Conservation: In situ and Institutional Efforts Zoos and Aquariums as Conservation Behavior Organizations: Responsibilities and Opportunities Behavioral Models in Zoo and Aquarium Research Sociocultural Learning Perspectives: Coalescing Behavior for Key Visit Aspects Conclusion References Chapter 4: Understanding the Visitor Introduction Who Visits and Why? What Do Visitors Know About Zoos and Aquariums? What Are the Conservation Learning Outcomes from a Visit? Conclusions References Chapter 5: What Is the STEM Learning Ecology and Where Do Zoos and Aquariums Fit in It? Insights from National Studies of the Public’s Engagement with Science, Technology, Engineering, and Math Introduction What Is the STEM Learning Ecology? What Is the Role of Z/As in the STEM Learning Ecology? Qualitative Exploration of the STEM Learning Ecology Settings Learning Modalities Learning at Zoos and Aquariums Confirmatory National Study of the US Public How Does the Public Perceive the STEM Learning Ecology? How Often Do People Encounter Each STEM Discipline in These Settings? What STEM Topics Do People Learn in These Settings? What Modalities Do the Settings Offer for STEM Learning? Mapping the STEM Learning Ecology Where Zoos and Aquariums Fit in the STEM Learning Ecology Implications for Zoos and Aquariums Proposed Strategies for Zoos and Aquariums Conclusion References Chapter 6: Why We (Still) Do Not Know the Educational Impact of Zoos and Aquariums: Assessing Current Evaluation Methods and Ways to Improve Them Introduction Longstanding Limitations in Z/A Educational Evaluation Single Zoo Studies Large-Scale Studies Signage Z/A Live Programs, Talks, and Educational Sessions Measuring Learning The Progression of Educational Impact Evaluation Research Research Paradigms Conclusion References Chapter 7: Zoo and Aquarium Visitors’ Wildlife Values and Ethics Orientations Introduction The Present Studies Study 1 Are Zoo Visitors Motivated by Moral Concerns to Protect Animals and Environmental Entities? Methods (Study 1) Results (Study 1) Study 2 Methods (Study 2) Results (Study 2) Synthesizing Results from Studies 1 and 2 Study 3 Methods (Study 3) Results (Study 3) Discussion Conclusions References Chapter 8: Believing Zoos and Aquariums as Conservation Informants Introduction Trust Toward Zoos and Aquariums Applications of Trustworthiness Judgments to Zoos and Aquariums Favorability Toward Zoos and Aquariums Affinity Toward Zoos and Aquariums The Credibility of Conservation Messages from Zoos and Aquariums The Epistemic Authority of Zoos and Aquariums: An Hypothetical Model Method Participants Analysis Results Contributions of Epistemic Authority to the Credibility Conservation Messaging Different Starting Points for Message Credibility Implications for Zoo and Aquarium Leadership All Aspects of Epistemic Authority Matter Recommendations for Cultivating Trustworthiness Conclusion References Chapter 9: Visitor Behavior and Talk at Zoos and Aquariums: Tracking Visitor Groups with GoPro Cameras Introduction Why Zoos and Aquariums Matter Project Theoretical Framing Study Design What We Learned What Do Visitors Bring with Them to a Visit? What Do Visitors Do During Their Z/A Visits? Discussion and Implications Personal Context Sociocultural Context Limitations Conclusions and Future Work References Chapter 10: Family Talk at Live Animal Exhibits: From Biological to Ecological to Conservation Talk Introduction Defining Family Touch Tank Engagement and Family Learning Outcomes Capturing Family Dialogue Linking Activities and Outcomes What Counts as Conservation Talk? Identifying Conservation Talk Conservation Talk in Different Designed Spaces Enhancing Conservation Outcomes at Touch Tanks References Chapter 11: The AZA Social Science Research Agenda 2020: How the Social Sciences Can Help People and Wildlife Thrive Together Introduction Early Efforts Impetus for Change Development Process A New Agenda Key Research Question #1: How Can Zoos and Aquariums Help Build a More Equitable Society Through Critical Reflection on Their Internal Operations, Culture, and Communications? How Can Zoo and Aquarium DEAI Efforts Support This? Key Research Question #2: What Is the Role of Zoos and Aquariums in Communities, Including in the Context of Striving for Environmental and Social Justice? Key Research #3: What Is the Role of Zoos and Aquariums in Contributing to Social Change Toward Conservation? Key Research Question #4: What Is the Role of Zoos and Aquariums in Contributing to the Development of a Person’s Intellectual, Social, Emotional, and Physical Well-being? Key Research Question #5: How Can Zoos/Aquariums Maximize Their Systemic Impact on Conservation? Discussion and Implications Making It Happen AZA AZA Members Researchers Broadening Perspectives Conclusions References Index