Embedded Evaluation Tools Effectively Measure Empathy for Animals in Children in Informal Learning Settings

Factors Affecting Zoo Visitors’ Conservation Beliefs and Knowledge of Large Carnivores in 2009 and a Dozen Years Later

Teaching in a formal learning environment mainly focuses on gaining knowledge, and scarcely on the development of pro-environmental attitudes. Knowledge can also be gained in informal learning institutions, such as zoos, and their potential use in general public education should not be neglected. This paper explores factors influencing the conservation beliefs of zoo visitors about brown bears, grey wolves, and Eurasian lynx. The study undertaken in Zoo Ljubljana (Slovenia) consisted of surveys performed in 2009 (n = 613) and in 2021 (n = 257). The levels of knowledge and education influenced both supporting and opposing beliefs about the three large carnivore species. The gender factor was less uniform: both supporting and opposing beliefs about lynx were demonstrated, but only opposing beliefs about brown bear and wolf. The study indicates that knowledge has the most significant influence on conservation beliefs, thus highlighting the importance of educational and communication activities in management and conservation actions regarding large carnivore species. The varied gender influence suggests that species-specific educational activities should be encouraged.

Conservation psychology and the legacy of Carol Saunders for zoo and aquarium programs, networks, practices, and exhibits

Conservation Psychology created a dialog between environmental conservation and behavioral sciences. With an outsized influence by Dr. Carol Saunders, it started at Brookfield Zoo in Chicago exploring questions about the impacts of a zoo visit, and particularly how human behavior influences environmental outcomes for our planet. Here we explore how Conservation Psychology influenced the development of programs, exhibits and communities of practice at Brookfield Zoo and elsewhere in the zoo and aquarium world, and how eventually these applications changed the way modern zoos and aquariums operate. We present testimonials and review a handful of examples in which Conservation Psychology led to tangible programs, practices and wide professional networks at zoos and aquariums. These include an exploration of the future of zoos with George Rabb, followed by the legacy of nature play and the groundbreaking Hamill Family Play Zoo. Furthermore, we discuss how visitor studies at zoos and aquariums were influenced by Conservation Psychology, including the development of the Association of Zoos and Aquariums Social Science Research and Evaluation Scientific Advisory Group and two climate change education networks. We end with the development of tools, practices, and professional networks to explore empathy for animals. Most of these programs were envisioned or facilitated by Dr. Saunders, who was always a role model with an impact and a legacy that lives on.

It’s Virtually Summer, Can the Zoo Come to You? Zoo Summer School Engagement in an Online Setting

Zoological collections are rapidly changing from a place of entertainment to centers of education. Many zoological collections run holiday and weekend clubs with activities aimed at inspiring and enthusing the next generation. The COVID-19 pandemic saw zoological collections across the world closing, leading a need for alternative educational content. Edinburgh Zoo, UK converted their summer school to a virtual provision. This provided a unique opportunity to determine the effectiveness of online zoological education by investigating if engagement levels differ for family groups when education is ‘live’, ‘recorded’ or ‘activity’ based. A total of 235 participants signed up for the Virtual Summer School, which comprised of 46 separate activities. Submissions, comments and polls were coded for content level and activity type. Results show that the overall engagement was higher for the live sessions compared to the recorded content; however, the content level was higher for activities. Content level increased over the week and there was a higher reported nature appreciation at the end of the Virtual Summer School. These findings provided evidence to suggest that online holiday zoo education can engage and inspire and gives insight on how to maximize the engagement and knowledge acquisition when using these online platforms.