Probing the Link between Biodiversity-Related Knowledge and Self-Reported Proconservation Behavior in a Global Survey of Zoo Visitors

Engaging internal and external audiences to develop and promote zoo-based conservation efforts

As place-based conservation organizations, zoos are in a central position to support individuals in making small changes in their lives that will support the protection of wildlife and their habitats. This paper describes the secondary analysis of data collected from multi-phase front-end, exploratory evaluation that informed the development of a conservation action campaign in association with a non-profit, urban zoo. In phase one, internal organization staff were invited to attend workshops during which they brainstormed potential conservation actions that they felt were important for the zoo to promote. They identified and ranked 164 unique actions. In phase two, the ranking was used to narrow down the 164 actions to 20 actions which were used to develop a survey administered to visitors who opted in to receiving online surveys from the zoo. The survey asked participants to state their interest in each of the 20 conservation actions. The Transtheoretical Model of Behavior Change informed the analysis of responses. Through this approach we identified actions that people were already doing, interested in doing, and not interested in doing. The responses from this survey were used to narrow down the list further to 10 actions used in a survey in phase three. This second survey administered to zoo visitors on grounds asked participants which of the 10 actions they would be most interested in doing, and the perceived barriers and benefits of doing them. This process allowed us to use evidence-based decision making to choose which conservation actions would resonate most with the community for our conservation action campaign. We also were able to identify values visitors held that might influence environmentally friendly behaviors. Visitors who responded to this survey tended to respond in ways that aligned with self-transcendent values. The research suggests that the campaign should focus on habitat restoration and remediation and purchasing wildlife friendly coffee and other products.

The impact of sanctuary visits on children's knowledge and attitudes toward primate welfare and conservation

Primate sanctuaries provide a solution for the increasing number of primates being taken from their home countries to support the demands of the illegal pet trade. To help end the primate trade and raise awareness about the risks this trade poses to delicate ecosystems, sanctuaries are increasingly developing conservation education programs. Education and raising awareness must be one of the primary roles of primate sanctuaries. However, there are few evaluations of the impacts of conservation education programs for school children published in scientific literature. To address this gap, we conducted an evaluation of educator-led visits of school children at Fundació Mona, a primate sanctuary located in Catalunya, Spain. Questionnaires for an experimental and control group were conducted with 3,205 school children, ages 8 to 18 from 83 different schools, to evaluate changes in their attitudes and knowledge of primate welfare and conservation. We found that Fundació Mona's program of environmental activities had a positive impact on children, both female and male students, in terms of attitudes and knowledge of primate welfare and conservation. Although female students gave better responses regarding welfare and conservation, all children showed gains in pro-conservation responses. This study demonstrates that environmental education activities focused on children can help shape a change in knowledge and attitudes toward primate welfare and conservation. Educator-led visits of school children to primate sanctuaries such as Fundació Mona can also serve to amplify biodiversity conservation messages among children and their families. We encourage primate sanctuaries to promote empirical studies of attitudes and knowledge of primate welfare and conservation and to conduct systematical evaluations to strengthen their educational activities.

Economic Valuation of Balkan Chamois Conservation

The Balkan chamois (Rupicapra rupicapra balcanica) is a caprine of the rocky mountain slopes, threatened in Greece by illegal hunting and population isolation. We used a contingent valuation method to assess the willingness to pay (WTP) for chamois conservation of 500 residents of the region of Eastern Macedonia and Thrace. Most of the participants (61.6%) were WTP a mean of EUR 41.6 for chamois conservation, totaling EUR 6.03 million for the target population. Attitudes toward and knowledge about chamois, moralistic worldviews (spiritual reverence and ethical concern for nature and wildlife), participation in wildlife-related consumptive outdoor activities (i.e., hunting and fishing), intention to participate in conservation actions for the species, and encounters with the species in the wild were positively associated with WTP for its conservation. Dominionistic worldviews (humans have mastery, physical control, and dominance of wildlife) were negatively associated with WTP, while highly educated females with high income were more WTP for implementing relevant conservation actions. Factors involving previous knowledge of the chamois positively influenced the WTP, thus, confirming the construct's bias toward charismatic species. The findings show that Greek residents highly value the chamois and its conservation and would be useful for advising this process and achieving its conservation management.

Learning outcomes measured in zoo and aquarium conservation education

Communicating the topic of conservation to the public and encouraging proenvironmental behaviors can mitigate loss of biodiversity. Thus, the evaluation of educational efforts is important to ascertain the educational effects and provide high-quality conservation education. The learning outcomes of conservation education are diverse (e.g., attitudes, knowledge, and behavior). Considering the specific characteristics of these different outcomes and the factors that influence them is crucial to delivering successful conservation education. We reviewed 29 peer-reviewed articles published in English from January 2011 to April 2020 on empirical studies of learning outcomes of on-site conservation education in zoos and aquaria, institutions that seek to educate the public about conservation. We examined the range of learning outcomes, their definitions, and factors that influenced them. Cognitive outcomes were most frequently investigated (37%) in comparison with other outcomes (e.g., affective outcomes, 31%). The articles did not use explicit definitions for learning outcomes, and implicit or explorative definitions provided were inconsistent. Outcomes were influenced by various factors (e.g., prior experiences, staff interaction, animal behavior). Our results suggest the agenda of conservation education research should be broadened by examining all learning outcomes relevant to behavior change. Educational and behavior change theories should be used as a background for conservation education research to ensure clear and consistent definitions, derive appropriate instruments to measure learning outcomes, and relate learning outcomes to influencing factors. We recommend conservation education researchers and practitioners to treat conservation education holistically and acknowledge its learning outcomes' full complexity.

Measuring the effectiveness of using rangers to deliver a behavior change campaign on sustainable palm oil in a UK zoo

A fundamental objective of modern zoos is promoting pro-environmental behaviors. This study experimentally assessed the contribution of zoo rangers (staff employed to engage visitors) in delivering a behavior change campaign promoting sustainable palm oil use. The campaign was delivered in a dedicated area in a walk-through animal exhibit, with rangers either "present" or "absent" in the campaign space. Questionnaires assessing awareness, knowledge, and purchasing intentions were completed by 1032 visitors. Two analyses were conducted: (1) comparing the impact of ranger presence versus absence (to assess the overall impact of having rangers present regardless of whether they talked to visitors) and (2) comparing the impact of talking to a ranger against demographically matched individuals visiting when rangers were absent (to assess the specific impact of talking to a ranger). Visitors who talked to rangers were more aware of palm oil, had more knowledge, and greater intentions of purchasing sustainable palm oil. However, as only one-quarter of visitors talked to a ranger, fewer differences were found comparing ranger presence versus absence. These findings suggest that rangers can be instrumental in communicating complex conservation issues and delivering zoo-based behavior change campaigns, but their impact is limited by low engagement rates.

Development of A Tool for Assessing the Reputation of Zoos: The Zoo Ethical Reputation Survey (ZERS)

Nowadays, most zoos have taken prominent and active positions in endangered species conservation and educating visitors about the value of biodiversity. However, to be effective and trusted in their mission, they must act ethically and have a good reputation. Yet, the drivers that can influence their reputation are still little investigated, and there are still few studies focused on assessing the reputation of these institutions. In the present work, we report the development of a tool, the Zoo Ethical Reputation Survey (ZERS), and its pilot application to assess the opinions of the visitors of two zoos, one in Italy and one in Germany, on drivers that may influence the ethical reputation of zoos. Preliminary results based on the answers of 274 respondents show that visitors’ opinions on zoos acting with ethical responsibility are correlated with emotional appeal and familiarity with these institutions. The application of ZERS can help zoos identify weaknesses in their reputation and develop new strategies to improve people’s attitudes towards them, bringing many benefits to the individual zoo and zoological institutions in general.

Environmental Education in Zoos—Exploring the Impact of Guided Zoo Tours on Connection to Nature and Attitudes towards Species Conservation

In recent decades, zoos have been increasingly transformed into education centers with the goal of raising awareness about environmental issues and providing environmental education. Probably the simplest and most widespread environmental education program in the zoo is the guided tour. This study therefore aims to test whether a one hour zoo tour has an influence on the participants’ connection to nature and attitude towards species conservation. For this purpose, 269 people who had voluntarily registered for a zoo tour were surveyed before and after the tour. In addition to the regular zoo tour, special themed tours and tours with animal feedings were included. The results show a positive increase in connection to nature and a strengthening of positive attitudes towards species conservation for all tour types. For nature connectedness, in particular, people with an initial high connection to nature benefitted from the special themed tours and the tours, including animal feedings. For attitudes towards species conservation, no difference was found between the tour types. The results prove the positive influence of a very simple environmental education program, even for people with a preexisting high level of connection to nature and positive attitude towards species conservation.

Evaluating the benefits and risks of social media for wildlife conservation

Given its extensive volume and reach, social media has the potential to widely spread conservation messaging and be a powerful tool to mobilize social change for conserving biodiversity. We synthesized gray and primary academic literature to investigate the effects of social media on wildlife conservation, revealing several overarching benefits and risks. We found that social media can increase pro-conservation behaviours among the public, increase conservation funding, and incite policy changes. Conversely, social media can contribute to species exploitation and illegal trade, cause unprecedented increases in tourism in protected areas, and perpetuate anti-conservation behaviours via misinformation. In most cases, we found that content sharing on social media did not result in a detectable impact on conservation; in this paper, however, we focus on providing examples where conservation impact was achieved. We relate these positive and negative outcomes of social media to psychological phenomena that may influence conservation efforts and discuss limitations of our findings. We conclude with recommendations of best practices to social media administrators, public social media users, nongovernmental organizations, and governing agencies to minimize conservation risks while maximizing beneficial outcomes. By improving messaging, policing online misconduct, and providing guidance for action, social media can help achieve wildlife conservation goals.

Disconnection between conservation awareness and outcome: Identifying a bottleneck on non-native species introduction via footwear

Unintentional seed introduction mediated by visitor's clothing and footwear is a major source of biological invasion into natural areas. To effectively avert these unintentional introductions, we must understand the links that connect relevant knowledge and desired outcome (i.e., seeds not carried on visitor's belongings); however, until now, these links have not been examined. Here, we investigated the links among a visitor's knowledge about biological invasion, awareness of biological invasion, behavior to prevent introduction (cleaning footwear), and being a seed carrier to identify a potential bottleneck between visitor knowledge and ecological outcome. In order to achieve this, we conducted a questionnaire survey and soil sampling from the footwear of visitors to an alpine national park. Soil samples (n = 344) were subjected to a germination experiment, and the number of emerged seedlings was recorded for each sample. We observed seedlings emerging from 27 soil samples (7.8 % of visitors; 44 seedlings in total), comprising non-native species. The degree of a visitor's knowledge about biological invasion increased with the increase in the degree of awareness. However, the high degree of awareness was not linked with the actual behavior of cleaning their footwear before the visit, although footwear cleaning effectively reduced the number of emerged seedlings. We found the lack of a clear association between awareness and behavior (cleaning the footwear) to be the bottleneck. We also investigated the major sources of knowledge about human-mediated seed introduction from footwear and found that television was the most important information source. The key to effectively preventing negative impacts on ecosystems caused by the introduction of non-native species could be to revise methods for informing the community, which will help overcome the bottleneck between awareness and behavior.

Does an Animal–Visitor Interactive Experience Drive Conservation Action?

Inspiring visitors to engage in conservation-related behaviour following a zoo visit is a primary objective for most zoos. Animal–visitor interactive (AVI) experiences are often central to this goal. Yet, these interactive experiences are insufficiently evaluated from both the visitors’ and captive animals’ perspectives. The current study took place at Fota Wildlife Park and involved the construction of an environmental enrichment device during an interactive visitor experience with Sumatran tigers (Panthera tigris sumatrae). It aimed to simultaneously encourage pro-conservation behaviour in visitors and promote animal welfare. Visitors (n = 51) completed a survey, observed the tigers’ behaviour and made a pledge to help tigers in the wild after completion of the AVI. Tiger behaviour was simultaneously observed by a trained researcher using occurrence or non-occurrence sampling, which found no indication that tiger welfare was compromised during the activity and was likely enhanced by engaging with the enrichment. Additionally, visitors observed a range of tigers’ behaviours. The results indicated that some visitors (8%) had continued with their pledge six weeks after the experience, and most visitors exhibited a high level of knowledge and a positive attitude towards tigers. The use of enrichment during AVIs may be a positive link between the visitor experience and animal welfare. These results can be used to guide AVIs in zoos which aim to connect people with nature and drive pro-conservation behaviour in visitors.

Visitor attachment to dolphins during an interaction programme, are there implications to dolphin behavior?

Millions of people visit zoos and aquariums globally each year, with a smaller number choosing to participate in animal interaction programmes which allows visitors closer contact with individual animals. These are reportedly having mixed effects in increasing conservation-related behaviors. Human-animal interactions (HAIs) during these programmes are generally positive experiences for the human participants, however are there behavioral implications for the animals involved? The Bottlenose Dolphin (Tursiops truncatus) is the most widely used cetacean for dolphin interactions, known as "swim with dolphin" (SWD) programmes. This study investigated visitor attachment to the dolphins they interacted with, whilst assessing behavioral implications of the dolphins. A total of 41 visitors to a Spanish dolphinarium, who participated in a SWD were surveyed using a modified version of the Lexington Attachment to Pets Scale. Alongside this, 15-min continuous focal samples monitored three female dolphins (D1, D2, and D3) aged 22-40, split into pre (n = 96), during (n = 96) and post (n = 96) SWD. 80% of visitors reported a sense of attachment to the dolphin they interacted with. An exploratory factor analysis extracted three factors from the survey, these were "relationships," "emotional attachment," and "non-attachment." A Friedmans two-way analysis of variance produced significant results for some behavior categories for each individual, including locomotory (D1: F₂  = 9.556, p < .01), rest (D2: F₂  = 14, p < .01, D3: F₂  = 10.889, p < .01) and individual play (D1: F₂  = 11.677, p < .01 D2: F₂  = 6.353, p < .05) however, pairwise comparison showed no differences pre-post SWD. In this context it can be implied that participating in the SWD was neither enriching nor aversive for the individual animals, although due to the small sample size further research is required. As visitors reported a sense of attachment post HAI, this can have applications in improving conservation education during SWD. This study has provided scope for further research into methods that facilities can use to utilize the emotional attachment developed to individual animals to facilitate learning about conservation issues.

The Effects of Contact With Nature During Outdoor Environmental Education on Students' Wellbeing, Connectedness to Nature and Pro-sociality

Experiences of contact with nature in school education might be beneficial for promoting ecological lifestyles and the wellbeing of children, families, and teachers. Many theories and empirical evidence on restorative environments, as well as on the foundations of classical pedagogical approaches, recognize the value of the direct experience with natural elements, and the related psychological and educational outcomes (e.g., positive emotions, autonomy, self-efficacy, empathy). In this work we present two studies focusing on the contact with nature in outdoor education interventions with primary and secondary school students in Italy. A questionnaire measuring connectedness to nature, psycho-physical wellbeing, pro-environmental attitudes, students' life satisfaction, pro-social behavior, empathy and anxiety was completed before and after the education program by the participants to the intervention group and by students of a control group. The students in the intervention groups (154 in study 1 and 170 in study 2) participated in environmental education programs consisting in guided activities in contact with the nature during four visits in one of two natural protected areas. The students in the control groups (253 in study 1 and 168 in study 2) attended the same schools as the intervention group but they were not involved in the environmental education program. The students in both the groups completed the questionnaire in the same weeks of the year. Findings show that taking part to the outdoor education program has positive outcomes on psycho-physical wellbeing, on connectedness to nature and on pro-social behavior of students in the intervention group, compared to the control group. The implications related to the effectiveness of outdoor education interventions and future directions of research and practice in environmental psychology and education are discussed.

The impact of in-person and video-recorded animal experiences on zoo visitors' cognition, affect, empathic concern, and conservation intent

Currently there are mixed results regarding the ability for media or more specifically video to increase a person's interest in conservation. However, there is a growing amount of evidence that in-person experiences at a zoo or aquarium can increase a person's interest in conservation. The goal of the current study was to examine the difference between an in-person experience viewing a polar bear training session and watching a video of the same experience on cognition, emotion, empathic concern, and conservation intent. A total of 124 Brookfield Zoo members were randomly assigned to one of three conditions. Condition 1 was an in-person 10 min (Live Animal) experience viewing a training session with a polar bear. Condition 2 participants (Video Animal) watched a video of the same experience from Condition 1 and Condition 3 (Control) listened to the audio from Condition 1 but only viewed an image of one of our animal care specialists. Results suggest that the live condition is associated with higher probability of answering questions correctly, having a positive emotional experience, having greater empathic concern for wild bears, and wanting to get involved in conservation when compared to the control. These impacts were not observed for the video condition suggesting that for this study, watching a video of a training session was not an effective tool for getting people involved in conservation. Future research is needed to better understand this important topic, but we now have further evidence of the importance of in-person zoo experiences.

Connecting High School Students With Nature - How Different Guided Tours in the Influence the Success of Extracurricular Educational Programs

Zoos attract millions of visitors every year, many of whom are schoolchildren. For this reason, zoos are important institutions for the environmental education of future generations. Empirical studies on the educational impact of environmental education programs in zoos are still rare. To address this issue, we conducted two studies: In study 1, we investigated students’ interests in different biological topics, including zoos (n = 1,587). Data analysis of individual topics revealed large differences of interest, with advanced students showing less interest in zoos. In study 2, we invited school classes of this age group to visit different guided tours at the zoo and tested connection to nature before and after each educational intervention (n = 608). The results showed that the guided tours are an effective tool to raise students’ connection to nature. Add-on components have the potential to further promote connection to nature. The education programs are most effective with students with a low initial nature connection.

Personal Assessment of Reasons for the Loss of Global Biodiversity—an Empirical Analysis

The UN's sustainable development goals (SDGs), which aim to solve important economic, social, and environmental problems of humanity, are to be supported by education for sustainable development (ESD). Empirical studies on the success of the implementation of the SDGs in the field of education are still pending. For this reason, using the loss of global biodiversity as an example, this study examined the extent to which high school students, teacher trainees in biology, and biology bachelor students can identify the causes of the global biodiversity loss. A new questioning tool was developed and tested on 889 participants. In addition, the relationship between connection to nature and the personal assessment about biodiversity threats was examined. The factor analysis of the scale used showed that 11 out of 16 items were assigned to the intended factor. The comparison between high school students, teacher trainees in biology, and biology bachelor students showed no significant difference in overall assessment of the reasons for global biodiversity loss. When comparing the three risk levels in which the risk factors for biodiversity could be divided, across the three student groups, only minor differences were found. Therefore, a specific education of prospective teachers is necessary, as they have to pass on the competence as multipliers to their students. No significant difference could be found when examining the relationship between connection to nature and the overall scores of the assessment scale for the reasons of biodiversity loss. However, it was found that people who felt more connected to nature were more capable of assessing the main causes of risk for global biodiversity, while people who felt less connected to nature achieved better scores for the medium factors.

Large carnivores and zoos as catalysts for engaging the public in the protection of biodiversity

Addressing the biodiversity crisis requires renewed collaborative approaches. Large carnivores are ambassador species, and as such they can aid the protection of a wide range of species, including evolutionarily distinct and threatened ones, while being popular for conservation marketing. However, conflicts between carnivores and people present a considerable challenge to biodiversity conservation. Our cross disciplinary essay brings together original research to discuss key issues in the conservation of large carnivores as keystone species for biodiversity rich, healthy ecosystems. Our findings suggest the need to promote coexistence through challenging ‘wilderness’ myths; to consider coexistence/conflict as a continuum; to include varied interest groups in decision making; to address fear through positive mediated experiences, and to explore further partnerships with zoos. As wide-reaching institutions visited by over 700 million people/year worldwide, zoos combine knowledge, emotion and social context creating ideal conditions for the development of care towards nature, pro-environmental behaviors and long-term connections between visitors and carnivores. Based on current research, we provide evidence that large carnivores and zoos are both powerful catalysts for public engagement with biodiversity conservation, recognizing barriers and suggesting future ways to collaborate to address biodiversity loss.

A comparison of understanding of the amphibian crisis by zoo visitors across three countries

Despite the global declines in the rate of amphibians, evaluation of public understanding of the crisis has not yet been carried out. We surveyed visitors (n = 1,293) at 15 zoos in Brazil, New Zealand, and the United Kingdom, using a certainty-based assessment method to compare visitor knowledge of the global amphibian crisis. We further analyzed zoo educational material about amphibians to explore its potential to raise awareness through amphibian-focused environmental education. Visitors in the three countries had relatively little understanding of amphibians and the global amphibian crisis. When the degree of confidence in answering the questions (high, medium, and low) is accounted for, correct answers varied between 28% and 39%. This compared to scores of between 58% and 73% when the degree of confidence in responding was not accounted for. However, specific areas of knowledge (e.g., biology, conservation, biogeography, and conceptual ideas) varied significantly across the countries. Visitors had a weaker grasp of biogeographical and conservation issues than general amphibian biology. Zoo visitors in Brazil knew less about amphibian conservation than those in New Zealand or the United Kingdom. There was less amphibian-focused content in educational materials in zoos in Brazil than there was in the United Kingdom. Improving information about the global amphibian crisis may increase support for future conservation actions. Outreach education is one of the most important approaches in any strategic planning for conservation of species. Amphibian-focused environmental education at institutions such as zoos and aquaria can be a crucial intervention to support amphibian conservation worldwide.

What Is the Zoo Experience? How Zoos Impact a Visitor's Behaviors, Perceptions, and Conservation Efforts

Modern zoos strive to educate visitors about zoo animals and their wild counterparts' conservation needs while fostering appreciation for wildlife in general. This research review examines how zoos influence those who visit them. Much of the research to-date examines zoo visitors' behaviors and perceptions in relation to specific exhibits, animals, and/or programs. In general, visitors have more positive perceptions and behaviors about zoos, their animals, and conservation initiatives the more they interact with animals, naturalistic exhibits, and zoo programming/staff. Furthermore, zoo visitors are receptive to conservation messaging and initiatives at zoos and are more likely to participate in on-site conservation opportunities as opposed to after their visits. The research also suggests that repeat visitors are even more inclined to seek out conservation efforts compared to those visiting zoos for the first time. While current research suggests that repeat visitors are more likely to engage in conservation efforts, little is known about causal factors related to such findings, and almost no research exists to-date comparing the conservation efforts of visitors vs. non-visitors. This latter comparison will likely play a greater role in future zoo visitor research, since it poses one of the most important metrics for evaluating the specific effects visiting a zoo can have on people engaging in conservation efforts in general.

Quantifying long-term impact of zoo and aquarium visits on biodiversity-related learning outcomes

Zoos and aquariums aim to achieve lasting impact on their public audiences' awareness of biodiversity, its value, and the steps they can take to conserve it. Here, we evaluate the long-term educational impact of visits to zoos and aquariums on biodiversity understanding and knowledge of actions to help protect biodiversity. A minimum of two years after completing a repeated-measures survey before and after visiting a zoo or aquarium, the same participants were invited to take part in a follow-up online survey. Despite the small number of respondents (n = 161), our study may still represent the best available quantitative evidence pertaining to zoo and aquarium visits' long-term educational impact. We found that improvements in respondents' biodiversity understanding from pre- to post-visit leveled off, staying unchanged in the follow-up survey. In contrast, the improved knowledge of actions to help protect biodiversity from pre- to post-visit showed further improvement from post-visit to delayed post-visit follow-up survey. These results suggest that the immediate positive effects of a zoo or aquarium visit on biodiversity-related learning outcomes may be long lasting and even help lay the groundwork for further improvements over an extended period of time following the visit.