ABSTRACT

Learning in the zoo is a complex process with many influences affecting outcomes, which traditional methods of evaluation may not consider. This study used conversational content analysis, an innovative and under-used technique, to investigate children’s learning in the zoo setting during an educational experience. The children’s conversations were observed at Fota Wildlife Park and Dingle Aquarium in Ireland at three different animal exhibits (1) free-ranging ring-tailed lemurs (Lemur catta) (2) Gentoo penguins (Pygoscelis papua) and (3) Humboldt penguins (Spheniscus humboldti). Some groups of children (the treatment group) participated in a purposefully designed educational intervention, while others (the control group) experienced the standard curriculum only. Descriptive statistics indicated that all children engaged in diverse topics of conversation indicative of learning as they viewed animals. However, further analysis using a general linear model showed that participation in the treatment or control group (p < 0.001) and species viewed (p < 0.001) affected the proportion of positive comments made by children. Groups that viewed free-ranging ring-tailed lemurs and Gentoo penguins made more types of positive comments than those that viewed Humboldt penguins, and children who experienced the educational intervention made more types of positive comments than children in the control group. Conversely, children in the control group made more types of negative comments (p < 0.001) than those in the treatment group. The results indicate that children do learn in the zoo setting; however, this was enhanced based on the type of educational activity the children experienced and the species they viewed. Overheard conversation offers a unique insight into the visitors’ experience at the zoo, but further research is required to establish if conversation can reveal a propensity for pro-conservation behavior.

摘要

在动物园学习是一个复杂的过程，有许多影响结果的因素，传统的评估方法可能不会考虑。这项研究使用了对话内容分析（一种创新且未充分利用的技术）来调查儿童在动物园体验教育期间的学习情况。在爱尔兰的Fota野生动物公园和Dingle水族馆的三个不同动物展品上观察到了孩子们的对话（1）散养的环尾狐猴（Lemur catta）（2）巴布亚企鹅（Pygoscelis papua）和（3）洪堡企鹅（Spheniscus洪堡蒂）。一些儿童组（治疗组）参加了有针对性的设计教育干预，而其他一些儿童（对照组）仅体验了标准课程。描述性统计表明，所有儿童在观看动物时都参与了各种对话话题，这些对话表明学习。但是，使用一般线性模型进行的进一步分析显示，参与治疗或对照组（p  <0.001）和观察到的物种（p <0.001）影响了儿童发表正面评论的比例。观看自由放养的环尾狐猴和Gentoo企鹅的小组比观看Humboldt企鹅的小组的正面评论类型更多，经历过教育干预的儿童比对照组的儿童做出更多类型的正面评论。相反，对照组中的儿童做出了更多类型的负面评论（p <0.001）。结果表明，孩子们确实在动物园学习。但是，根据孩子们经历的教育活动的类型和他们所观看的物种，这一点得到了增强。偷听者的对话提供了对游客在动物园体验的独特见解，但是还需要进一步研究以确定对话是否可以揭示赞成保护行为的倾向。