Background: Free-choice learning, which often takes place in settings such as zoos, is where the learner has autonomy to choose what, where, how, and with whom to learn. Currently, little is known about the potential of free-choice learning experiences at informal settings to engage undergraduates in biology. Purpose: We sought to explore how participation in structured versus free-choice learning experiences and a student’s status in their program relate to their motivation, interest, and self-regulation to learn biology after a zoo trip. Methodology/Approach: Students in both introductory and advanced biology courses were assigned to either a structured or free-choice learning group during a zoo visit. Participating students completed a set of surveys before and after the zoo trip to gauge their incoming self-regulation and changes in motivation and interest to learn biology. Findings/Conclusions: We found that advanced students reported higher intrinsic motivation to learn biology than introductory students. In addition, grade motivation decreased and self-efficacy increased after the zoo trip across all students. Implications: Ultimately, there may be numerous ways for instructors to make visits to the zoo and other informal settings more meaningful for undergraduates. Both structured and autonomous learning experiences offer benefits for students across program levels.

背景：自由选择学习通常发生在诸如动物园之类的环境中，是学习者自主选择什么，在哪里，如何学习以及与谁一起学习的地方。目前，人们对在非正式场合进行自由选择学习经验以吸引大学生学习生物学的潜力知之甚少。目的：我们试图探索参与结构化学习和自由选择学习的经历以及学生在计划中的地位如何与他们在动物园旅行后学习生物学的动力，兴趣和自我调节有关。方法论/方法：在动物园参观期间，入门级和高级生物学课程的学生都被分配到结构化或自由选择的学习小组。与会的学生在动物园旅行之前和之后完成了一系列调查，以评估他们即将来临的自我调节以及学习生物学的动机和兴趣的变化。结果/结论：我们发现，进阶生比起入门级的学生报告的学习生物学的内在动力更高。此外，所有学生参加动物园旅行后，年级动机降低，自我效能感增强。含意：最终，讲师可能有很多方法可以使参观动物园和其他非正式场合对大学生更有意义。结构化和自主学习经验都可以为跨课程水平的学生带来好处。