DOCUMENT RESUME

ED 477 832 SE 067 698

AUTHOR Coll, Richard K.; Tofield, Sara; Vyle, Brent; Bolstad, Rachel

TITLE Free-Choice Learning at a Metropolitan Zoo.

PUB DATE 2003-03-00

NOTE 13p.; Paper presented at the Annual Meeting of the NationalAssociation for Research in Science Teaching (Philadelphia,PA, March 23-26, 2003).

PUB TYPE Reports Research (143) Speeches/Meeting Papers (150)EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage.

DESCRIPTORS Community Education; *Educational Facilities; EnrichmentActivities; Exhibits; Informal Education; Interviews;Opinions; Recreational Facilities; *Science Education; *Zoos

ABSTRACT

This paper reports on an inquiry into the use of zoos as asource of informal or free choice learning. The study was contextualizedwithin the zoo's environmental enrichment program an animal husbandryprinciple that seeks to develop species-typical behavior for captive animalsby using naturalistic enclosures or artificial items that stimulate animalinterest. Visitor perceptions and actual use of the zoo were investigatedusing structured interviews that elicited perspectives of the nature andcharacter of zoo settings and included the use of photographs of selectedexhibits to induce stimulated recall. These data were triangulated withunobtrusive observation at selected exhibits. The visitors' spent little timeat a given exhibit, and rated the more naturalistic or enriched exhibits morefavorably, but older visitors seemed less concerned with naturalness ofexhibits. The zoo considers that it has an important role in education andprovides many opportunities for learning for general visitors and schoolgroups. General visitors and school groups see the prime purpose of theirvisit to be entertainment. The learning of science is limited for general zoovisitors and enhanced for school children by pre- and post-visit activitiesand strong links to curricula. (Author)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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the

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g it.

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ave

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mad

e to

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repr

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ity.

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nts

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iew

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rily

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l OE

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n fo

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ch 2

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3, P

hila

delp

hia,

PA

.

Free

-Cho

ice

Lea

rnin

g at

a M

etro

polit

an Z

oo

Ric

hard

K. C

oll 1

, Sar

a T

ofie

ld2,

Bre

nt V

yle

2an

d R

ache

l Bol

stad

3

Cen

ter

for

Scie

nce

& T

echn

olog

y E

duca

tion

Res

earc

h, T

he U

nive

rsity

of

Wai

kato

,H

amilt

on, N

ew Z

eala

nd

2H

amilt

on, Z

oo, H

amilt

on, N

ew Z

eala

nd

3N

ew Z

eala

nd C

ounc

il fo

r E

duca

tion

Res

earc

h, W

ellin

gton

, New

Zea

land

Abs

trac

t

Thi

s pa

per

repo

rts

on a

n in

quir

y in

to th

e us

e of

zoo

s as

a s

ourc

e of

info

rmal

or

free

choi

ce le

arni

ng.

The

stu

dy w

as c

onte

xual

ised

with

in th

e zo

o's

envi

ronm

enta

len

rich

men

t pro

gram

an a

nim

al h

usba

ndry

pri

ncip

le th

at s

eeks

to d

evel

op s

peci

es-

typi

cal b

ehav

ior

for

capt

ive

anim

als

by u

sing

nat

ural

istic

enc

losu

res

or a

rtif

icia

l ite

ms

that

stim

ulat

e an

imal

inte

rest

. Vis

itor

perc

eptio

ns a

nd a

ctua

l use

of

the

zoo

wer

ein

vest

igat

ed u

sing

str

uctu

red

inte

rvie

ws

that

elic

ited

pers

pect

ives

of

the

natu

re a

ndch

arac

ter

of z

oo s

ettin

gs a

nd in

clud

ed th

e us

e of

pho

togr

aphs

of

sele

cted

exh

ibits

toin

duce

stim

ulat

ed r

ecal

l. T

hese

dat

a w

ere

tria

ngul

ated

with

uno

btru

sive

obs

erva

tion

atse

lect

ed e

xhib

its. T

he v

isito

rs' s

pent

littl

e tim

e at

a g

iven

exh

ibit,

and

rat

ed th

e m

ore

natu

ralis

tic o

r en

rich

ed e

xhib

its m

ore

favo

rabl

y, b

ut o

lder

vis

itors

see

med

less

conc

erne

d w

ith n

atur

alne

ss o

f ex

hibi

ts. T

he z

oo c

onsi

ders

that

it h

as a

n im

port

ant r

ole

in e

duca

tion

and

prov

ides

man

y op

port

uniti

es f

or le

arni

ng f

or g

ener

al v

isito

rs a

ndsc

hool

gro

ups.

Gen

eral

vis

itors

and

sch

ool g

roup

s se

e th

e pr

ime

purp

ose

of th

eir

visi

tto

be

ente

rtai

nmen

t. T

he le

arni

ng o

f sc

ienc

e is

lim

ited

for

gene

ral z

oo v

isito

rs a

nden

hanc

ed f

or s

choo

l chi

ldre

n by

pre

- an

d po

st-v

isit

activ

ities

and

str

ong

links

tocu

rric

ula.

Intr

oduc

tion

Zoo

s, a

long

with

mus

eum

s an

d in

tera

ctiv

e sc

ienc

e ce

nter

s ar

e po

tent

ial s

ourc

es o

fw

hat h

as b

een

refe

rred

to a

s in

form

al o

r fl

exib

le le

arni

ng (

Ren

nie,

199

4; R

enni

e &

McC

laff

erty

, 199

6). D

ierk

ing

and

Gri

ffin

(20

01)

sugg

est a

mor

e ap

prop

riat

e te

rm is

free

cho

ice

lear

ning

, tha

t is,

lear

ning

that

is s

elf-

dire

cted

, vol

unta

ry, a

nd r

athe

r th

anfo

llow

ing

a se

t cur

ricu

lum

, is

guid

ed b

y a

lear

ner's

nee

ds a

nd in

tere

sts

and

we

have

reta

ined

this

term

for

this

inqu

iry.

Env

iron

men

tal e

nric

hmen

t (an

ani

mal

hus

band

rypr

inci

ple

that

see

ks to

dev

elop

spe

cies

-typ

ical

beh

avio

r fo

r ca

ptiv

e an

imal

s by

usi

ngna

tura

listic

enc

losu

res

or a

rtif

icia

l ite

ms

that

stim

ulat

e an

imal

inte

rest

) ha

s th

eop

port

unity

to e

nhan

ce a

cces

s to

suc

h le

arni

ng b

y m

akin

g zo

o vi

sits

mor

e en

joya

ble.

It s

eem

s un

likel

y th

at f

ree

choi

ce (

or a

ny)

lear

ning

can

occ

ur if

vis

itors

(in

clud

ing

thos

e sp

ecif

ical

ly th

ere

for

the

purp

ose

of le

arni

ng)

find

exh

ibits

unp

leas

ant o

r of

f-pu

tting

(R

enni

e, 1

994)

. Her

e w

e pr

opos

e th

at v

isito

r pe

rcep

tions

of

the

zoo,

of

zoo

exhi

bits

, and

ani

mal

hap

pine

ss, p

rovi

de a

link

bet

wee

n en

viro

nmen

tal e

nric

hmen

tef

fort

s by

the

zoo

and

free

cho

ice

lear

ning

. Thi

s ra

ises

the

ques

tion

as to

wha

t rol

e, if

any,

zoo

s, m

useu

ms

and

othe

r se

tting

s su

ch a

s in

tera

ctiv

e sc

ienc

e ce

nter

s ca

n pl

ay in

the

lear

ning

of

scie

nce.

Die

rkin

g an

d G

riff

in (

2001

) an

d ot

hers

hav

e fo

und

that

sch

ool

stud

ents

con

side

r vi

sits

to m

useu

ms

and

scie

nce

cent

ers

be f

or th

e pu

rpos

e of

ente

rtai

nmen

t, an

d be

lieve

lear

ning

is c

onfi

ned

to c

lass

room

act

iviti

es (

see

also

,R

enni

e, 1

994)

. How

ever

, the

re is

littl

e re

sear

ch r

epor

ted

in th

e lit

erat

ure

abou

t zoo

san

d zo

o vi

sits

.

Obj

ectiv

es o

f th

e In

quir

y

The

res

earc

h re

port

ed in

this

wor

k so

ught

to g

ain

an u

nder

stan

ding

of

zoo

visi

tors

'pe

rcep

tions

of

zoo

envi

ronm

ent f

or a

sm

all m

etro

polit

an z

oo, a

nd to

asc

erta

in it

spo

tent

ial a

s a

sour

ce o

f fr

ee c

hoic

e le

arni

ng.

Spec

ific

ally

, the

res

earc

h so

ught

toad

dres

s th

e fo

llow

ing

rese

arch

que

stio

ns:

1.W

hat a

re z

oo v

isito

rs' p

erce

ptio

ns o

f th

e zo

o?2.

Why

do

zoo

visi

tors

and

sch

ool g

roup

s vi

sit t

he z

oo?

3.D

o zo

o vi

sito

rs e

xpec

t to

lear

n an

ythi

ng a

bout

; zoo

s ge

nera

lly,

anim

als

gene

rally

and

spe

cifi

c an

imal

s, c

onse

rvat

ion,

pro

tect

ion

ofen

dang

ered

spe

cies

, and

spe

cifi

c br

eedi

ng p

rogr

ams

duri

ng z

oovi

sits

?4.

Wha

t con

trib

utio

n, if

any

, doe

s a

zoo

visi

t mak

e to

war

ds th

e le

arni

ngof

sci

ence

?5.

How

doe

s a

visi

t to

the

zoo

fit i

n w

ith w

hat i

s ha

ppen

ing

in s

choo

lcl

assr

oom

s?

The

oret

ical

Und

erpi

nnin

gs

Tra

ditio

nal e

valu

atio

n fr

amew

orks

for

fre

e ch

oice

lear

ning

act

iviti

es h

ave

trea

ted

the

cent

er it

self

in a

n is

olat

ed c

onte

xt. R

esea

rche

rs h

ave

tend

ed to

ass

ess

the

educ

atio

nal

capa

bilit

y of

the

cent

er o

nly

by c

onsi

deri

ng th

e ac

tivity

that

occ

urs

duri

ng th

e vi

sit.

StJo

hn a

nd P

erry

(19

93),

how

ever

, hav

e pr

opos

ed a

new

fra

mew

ork

for

eval

uatio

nre

sear

ch in

sci

ence

cen

ters

and

oth

er f

ree

choi

ce s

cien

ce s

ettin

gs th

at p

lace

s th

ese

venu

es w

ithin

a w

ider

soc

ial,

cultu

ral a

nd e

duca

tiona

l con

text

.T

heir

fra

mew

ork

enco

urag

es a

rec

once

ptua

lizat

ion

of th

e ce

nter

, not

as

an is

olat

ed e

duca

tiona

lse

tting

,

but a

s a

part

of

a na

tion'

s ed

ucat

iona

l inf

rast

ruct

ure:

'Infr

astr

uctu

re' r

efer

s to

som

ethi

ng th

at...

pro

vide

s cr

itica

lly im

port

ant

supp

ort t

o a

wid

e ra

nge

of e

cono

mic

and

soc

ial a

ctiv

ities

.... J

ust a

s th

eec

onom

ic h

ealth

of

a na

tion

depe

nds

on th

e st

reng

th o

f its

infr

astr

uctu

re,

so th

e sc

ient

ific

and

edu

catio

nal l

itera

cy o

f th

e na

tion

depe

nds

on it

sed

ucat

iona

l inf

rast

ruct

ure.

(St

Joh

n &

Per

ry, 1

993,

p. 6

2)

St J

ohn

and

Perr

y (1

993)

hav

e su

gges

ted

four

cri

teri

a as

gui

des

for

eval

uatio

n of

mus

eum

, zoo

s an

d sc

ienc

e ce

nter

s.Fi

rst,

is a

naly

sis

of a

ctua

l use

of

cent

ers

ased

ucat

iona

l res

ourc

es. F

or e

xam

ple:

Who

act

ually

use

s ce

nter

s? H

ow, a

nd f

or w

hat

purp

ose?

Wha

t res

ourc

es a

nd s

ervi

ces

does

the

cent

er p

rovi

de w

hich

are

una

vaila

ble

from

oth

er s

ourc

es?

Are

thes

e lik

ely

to a

ugm

ent s

choo

l lea

rnin

g? S

econ

d, is

ana

lysi

sof

cen

ter

user

per

cept

ions

and

sat

isfa

ctio

n. F

or e

xam

ple:

How

do

user

s pe

rcei

ve th

equ

ality

of

reso

urce

s pr

ovid

ed b

y a

cent

er?

Wha

t do

user

s va

lue

abou

t the

se r

esou

rces

?W

hat n

eeds

or

dem

ands

do

user

s ha

ve o

f th

e ce

nter

?T

hird

, is

anal

ysis

of

desi

gn

2

char

acte

rist

ics

of th

e ce

nter

.Fo

r ex

ampl

e: D

o ce

nter

s ha

ve lo

ng-t

erm

util

ity a

ndac

cess

ibili

ty?

Are

they

attr

activ

e to

peo

ple

of d

iffe

rent

age

s, le

vels

of

inte

rest

, and

expe

rien

ce?

Doe

s th

eir

desi

gn a

llow

for

fle

xibi

lity

and

adap

tabi

lity

of u

se?

Are

prog

ram

s an

d re

sour

ces

desi

gned

to s

uppo

rt o

ther

edu

catio

nal f

unct

ions

?W

illex

hibi

tions

/pro

gram

s pr

ovid

e an

opp

ortu

nity

to e

ncou

nter

idea

s/is

sues

/per

sona

lex

peri

ence

s of

sci

ence

not

ava

ilabl

e el

sew

here

?Fo

urth

, is

anal

ysis

of

soci

etal

bene

fits

of

the

cent

er.

For

exam

ple:

Is

the

cent

er a

mar

keta

ble,

cos

t-ef

fect

ive

reso

urce

? D

oes

it se

rve

the

publ

ic g

ood?

How

doe

s it

fit i

nto

the

arra

y of

exi

stin

ged

ucat

iona

l res

ourc

es?

How

doe

s it

help

inst

itutio

ns a

nd in

divi

dual

s in

a w

ay th

atst

reng

then

s th

e ov

eral

l sys

tem

of

scie

nce

educ

atio

n? I

s it

likel

y to

lead

to th

ede

velo

pmen

t of

stro

nger

, mor

e po

sitiv

e re

latio

nshi

ps w

ith th

e id

eas,

pro

cess

es,

phen

omen

a an

d is

sues

of

scie

nce?

Con

text

The

Mis

sion

Sta

tem

ent f

or th

e Z

oo is

: "T

he Z

oo is

com

mitt

ed to

the

deliv

ery

and

furt

her

deve

lopm

ent o

f a

high

qua

lity

mod

em z

oolo

gica

l gar

den

whi

ch e

mph

asiz

esco

nser

vatio

n ed

ucat

ion

and

recr

eatio

n. T

his

will

be

deliv

ered

in a

con

text

that

isfa

mily

ori

enta

ted

and

cons

ider

ed v

alue

for

mon

ey."

The

zoo

com

pris

es s

ome

35 a

cres

(ca.

14

hect

ares

) an

d ov

er 5

50 s

peci

es o

f N

ew Z

eala

nd a

nd e

xotic

ani

mal

s. S

peci

eslo

used

incl

ude

rept

iles,

pri

mat

es, t

iger

s (w

ith c

heet

ahs

to b

e in

trod

uced

in th

e sh

ort-

term

) an

d a

vari

ety

of n

ativ

e an

d ex

otic

bir

ds. Z

oo e

xhib

its a

re r

eadi

ly a

cces

sibl

e w

ithsm

ooth

pat

hway

s lin

king

all

exhi

bits

, alth

ough

som

e ar

e ra

ther

ste

ep in

pla

ces

mak

ing

whe

el-c

hair

acc

ess

diff

icul

t. T

hus,

with

a f

ew e

xcep

tions

, the

exh

ibits

are

gen

eral

lyvi

ewab

le a

nd a

cces

sibl

e fo

r a

dive

rse

rang

e of

vis

itors

. The

zoo

was

est

ablis

hed

alm

ost 3

0 ye

ars

ago

and

has

mad

e a

vari

ety

of e

ffor

ts to

enh

ance

ani

mal

wel

fare

and

appe

aran

ce o

f th

e ex

hibi

ts, p

rim

arily

foc

used

on

exhi

bit d

esig

n w

ith o

lder

exh

ibits

(e.g

., sp

ider

mon

keys

) ha

ving

enr

ichm

ent i

tem

s su

ch a

s hi

gh f

ram

es, a

nd th

e m

ore

mod

em e

xhib

its c

onta

inin

g na

tura

l ite

ms

such

as

free

flo

win

g w

ater

and

nat

ive

faun

a.T

he z

oo is

a c

ontr

ibut

or to

a n

umbe

r of

spe

cies

man

agem

ent p

rogr

ams

for

enda

nger

edsp

ecie

s (e

.g.,

the

Aus

tral

asia

n Sp

ecie

s M

anag

emen

t Pro

gram

me)

and

pro

vidi

ng m

odel

habi

tats

. The

sta

ffin

g co

nsis

ts o

f a

man

ager

, cur

ator

, edu

catio

n of

fice

r, a

nd s

even

ful

ltim

e zo

okee

pers

, alo

ng w

ith a

num

ber

of v

olun

teer

s w

ho a

ssis

t with

gui

ded

3urs

. The

zoo'

s do

cum

enta

tion

stat

es th

at th

e zo

o ha

s im

port

ant r

oles

in c

onse

rvat

ion

and

spec

ific

bre

edin

g pr

ogra

ms,

alo

ng w

ith e

duca

tion

targ

eted

spe

cifi

cally

at p

rim

ary

and

seco

ndar

y sc

hool

age

chi

ldre

n (a

ge r

ange

5-1

7 ye

ars)

.

Met

hodo

logy

The

stu

dy w

as c

onte

xtua

lised

with

in th

e zo

o's

infr

astr

uctu

re a

nd m

anag

emen

t mod

el.

Zoo

fac

ilitie

s w

ere

exam

ined

in te

rms

of e

nvir

onm

enta

l enr

ichm

ent u

sing

as

a gu

ide

the

mod

el o

f Sh

ette

l-N

eube

r (1

988)

.T

he z

oo e

xhib

its w

ere

clas

sifi

ed a

s Fi

rst

Gen

erat

ion

whi

ch a

re b

asic

enc

losu

res

with

littl

e or

no

enri

chm

ent (

e.g.

, ani

mal

s ar

edi

spla

yed

in s

mal

l, si

de-b

y-si

de, b

arre

d ca

ges)

, Sec

ond

Gen

erat

ion

whi

ch a

re c

lose

r to

the

natu

ral s

ettin

g or

whi

ch c

onta

in e

nric

hmen

t stim

uli (

e.g.

, cem

ent e

nclo

sure

ssu

rrou

nded

by

dry

or w

ater

fill

ed m

oats

to c

onta

in a

nim

als

and

cont

aini

ng a

rtif

icia

lst

ruct

ures

) an

d T

hird

Gen

erat

ion

whi

ch d

ispl

ay a

nim

als

in th

eir

spec

ies-

natu

ral g

roup

sin

exh

ibits

that

con

tain

veg

etat

ion

and

land

for

mat

ions

that

atte

mpt

to s

imul

ate

the

anim

al's

hom

e re

gion

(C

ampb

ell,

1984

).D

esig

n m

ust a

lso

take

acc

ount

of

visi

tor

3

acce

ssib

ility

(e.

g., f

or d

isab

led

peop

le)

and

zoo

man

agem

ent i

mpl

icat

ions

(e.

g.,

mai

nten

ance

, cos

t, et

c.).

Hen

ce, d

ata

wer

e ga

ther

ed f

rom

inte

rvie

ws

with

zoo

man

agem

ent a

nd b

y in

spec

tion

of e

xhib

its f

or a

cces

sibi

lity

(e.g

., ra

mps

, ste

ps, e

tc.)

.

Firs

t, w

e so

ught

to g

ain

a ve

ry g

ener

al u

nder

stan

ding

of

visi

tors

' per

cept

ions

of

the

zoo,

the

anim

als,

env

iron

men

tal e

nric

hmen

t, an

d w

hy v

isito

rs g

o to

the

zoo,

with

no

prio

r as

sum

ptio

n th

at th

ey s

ee z

oo v

isits

as

a so

urce

of

lear

ning

. The

se p

erce

ptio

nsw

ere

mea

sure

d us

ing

stru

ctur

ed in

terv

iew

s. T

here

wer

e a

tota

l of

80 v

isito

rsin

terv

iew

ed, c

hose

n pu

rpos

eful

ly to

pro

vide

a r

easo

nabl

y ev

en g

ende

r ba

lanc

e an

dsp

read

of

ages

.A

com

preh

ensi

ve a

nsw

er to

the

rese

arch

que

stio

ns r

equi

res

inve

stig

atio

n of

eac

h of

the

thre

e st

akeh

olde

rs, t

he a

nim

als,

the

zoo

visi

tors

and

zoo

staf

f (i

nclu

ding

zoo

vol

unte

ers

who

take

vis

itors

on

tour

s an

d ar

e av

aila

ble

to a

nsw

erqu

estio

ns a

t spe

cifi

c ex

hibi

ts).

Hen

ce, e

valu

atio

n of

act

ual u

se is

als

o lin

ked

to d

esig

nch

arac

teri

stic

s fo

r ex

hibi

ts, a

nd th

ese

data

wer

e ob

tain

ed v

ia a

phy

sica

l ins

pect

ion

ofth

e zo

o fa

cilit

ies

and

inte

rvie

ws

with

zoo

sta

ff, a

nd th

e zo

o ed

ucat

iona

l off

icer

, as

wel

las

the

visi

tors

(St

. Joh

n &

Per

ry, 1

993)

. The

zoo

vis

itor

perc

eptio

ns w

ere

tria

ngul

ated

by th

e us

e of

stim

ulat

ed r

ecal

l usi

ng p

hoto

grap

hs o

f sp

ecif

ic e

xhib

its (

Figu

res

1-9)

, in

whi

ch v

isito

rs w

ere

aske

d to

rat

e se

lect

ed f

irst

, sec

ond

and

thir

d ge

nera

tion

exhi

bits

on

a se

ven-

poin

t sca

le f

rom

'ver

y na

tura

l' to

'ver

y un

natu

ral'.

Nex

t was

the

issu

e of

lear

ning

and

wha

t rol

e fr

ee c

hoic

e se

tting

s lik

e m

useu

ms,

scie

nce

cent

ers,

and

, in

the

case

of

this

inqu

iry,

zoo

s, c

an p

lay

in th

e le

arni

ng o

fsc

ienc

e fo

r ge

nera

l zoo

vis

itors

and

sch

ool g

roup

s.D

ata

abou

t pot

entia

l lea

rnin

gex

peri

ence

s w

ere

gath

ered

dur

ing

the

stru

ctur

ed in

terv

iew

s of

gen

eral

zoo

vis

itors

(as

desc

ribe

d ab

ove)

and

add

ition

al s

emi-

stru

ctur

ed in

terv

iew

s of

sec

onda

ry s

choo

lte

ache

rs a

nd th

eir

stud

ents

, a p

rim

ary

scho

ol te

ache

r an

d tw

o co

hort

s or

pri

mar

yst

uden

ts (

in s

mal

l gro

ups)

tria

ngul

ated

by

obse

rvat

ion

of th

ese

clas

ses

duri

ng a

zoo

visi

t (A

nder

son

et a

l., 2

000;

Pis

cite

lli &

And

erso

n, 2

001)

.B

oth

prim

ary

and

seco

ndar

y ch

ildre

n w

ere

aske

d ab

out t

heir

exp

ecta

tions

of

an a

ctua

l zoo

vis

it, a

ndpr

obed

as

to th

eir

view

s of

how

the

zoo

visi

t fitt

ed in

to c

lass

room

act

iviti

es. T

heir

perc

eptio

ns o

f th

e zo

o vi

sit a

lso

wer

e el

icite

d us

ing

post

-vis

it in

terv

iew

s. T

each

ers'

obje

ctiv

es f

or th

e vi

sits

wer

e si

mila

rly

elic

ited

and

perc

eptio

ns o

f th

e ac

tual

vis

itde

velo

ped

from

pos

t-vi

sit i

nter

view

s. T

hese

dat

a w

ere

tria

ngul

ated

with

cla

ssro

omob

serv

atio

n of

pre

- an

d po

st-v

isit

activ

ities

, exa

min

atio

n of

chi

ldre

n's

wor

k th

at w

asre

late

d to

thei

r zo

o vi

sit,

and

unob

trus

ive

obse

rvat

ion

of te

ache

rs, p

aren

t hel

pers

and

child

ren

on th

eir

zoo

visi

ts.

Inqu

iry

tool

s al

so s

ough

t to

draw

upo

n ge

nera

l too

ls w

ell d

ocum

ente

d in

the

educ

atio

nan

d sc

ienc

e ed

ucat

ion

liter

atur

e (s

ee, e

.g.,

Coh

en e

t al.,

200

0; P

atto

n, 1

990)

, but

inco

rpor

atin

g re

com

men

datio

ns o

f pr

evio

us r

esea

rch

of o

ther

fre

e ch

oice

lear

ning

cent

ers.

Shet

tel-

Neu

ber

(198

9) r

ecom

men

d de

velo

ping

an

unde

rsta

ndin

g of

vis

itor

perc

eptio

ns u

sing

a v

arie

ty o

f to

ols

incl

udin

g m

appi

ng o

f tim

e sp

ent a

t exh

ibits

with

surv

eys

nam

ely,

by

conc

urre

nt m

appi

ng o

f vi

sito

r an

d an

imal

beh

avio

r.Fo

rex

ampl

e, v

isito

rs m

ay s

pend

mor

e tim

e at

an

exhi

bit i

f th

e an

imal

s ar

e ac

tive,

and

less

if th

ey a

re s

leep

ing.

The

infl

uenc

e of

spe

cies

als

o ne

eds

cons

ider

atio

n; f

or e

xam

ple,

larg

er a

nim

als

may

attr

act m

ore

atte

ntio

n th

an s

mal

l ani

mal

s, a

nd p

rim

ates

mor

e th

anbi

rds

(Bitg

ood

et a

l., 1

988;

Rho

ades

& G

olds

wor

thy,

197

9).

Con

sequ

ently

, the

spec

ific

enc

losu

res

used

in th

e st

udy

soug

ht to

pro

vide

a v

arie

ty o

f en

viro

nmen

tal

enri

chm

ent l

evel

s an

d sp

read

of

anim

al s

peci

es.

4

'

Fre

IA

siat

ic G

olde

n C

at G

ener

atio

n I

F4

Par

rot C

ourt

, Gen

erat

ion

2

F o

re 7

. Fee

-F

t hl A

, Gen

erat

ion

3

5

Tab

le I

Est

imat

ed m

eans

for

visi

tor

ratin

g of

exh

ibits

(n=

80)

Exh

ibit

Asi

atic

Cap

uchi

nsR

ing-

Tai

lP

arro

tS

umat

ran

Cam

elF

ree

Ost

rich

Sun

Gol

den

Cat

Lem

urC

ourt

Tig

erR

ight

Con

esG

ener

atio

nI

23

23

32

1

Age

Gro

up'

0-20

2.12

3.93

2.46

4.06

2.31

3.81

1.18

300

4.87

21-3

03.

613.

051.

833.

162.

564.

211.

172.

164.

11

31-4

03.

424.

072.

464.

002.

734.

791.

273.

335.

08

41-5

03.

403.

532.

073.

403.

004.

531.

472.

474.

67

50.

2.60

2.07

1.87

3.07

1.93

3.64

1.31

2.20

3.00

Tot

al3.

043.

322.

103.

542.

514.

191.

272.

614.

32

'N=

80, w

ith s

imila

r nu

mbe

rs a

cros

s ra

ds a

ge r

ange

6

Tab

le2

Est

imat

ed m

eans

for

vis

itor

ratin

g of

ani

mal

hap

pine

ss (

n=80

)

Ani

mal

Asi

atic

Cap

uchi

nsR

ing-

Tai

lP

arro

tS

umat

ran

Cam

elF

ree

Ost

rich

Sun

Gol

den

Cat

Lem

urC

oun

Tig

erF

light

Con

ures

Gen

erat

ion

12

32

31

32

1

Age

Gro

up'

0-20

3.37

2.37

2.25

3.12

1.87

3.56

1.87

3.06

2.87

21-3

04.

651.

681.

873.

062.

533.

792.

332.

442.

4731

-40

4.60

1.80

1.58

3.20

2.53

3.73

1.64

2.40

3.23

41-5

03.

731.

671.

762.

202.

074.

071.

381.

872.

5350

+3.

671.

472.

002.

432.

312.

711.

251.

931.

40

Tot

al4.

011.

801.

892.

822.

273.

591.

702.

352.

49

'14=

80, w

ith s

imila

r m

imbe

rs a

cros

s ea

ch a

ge r

ange

7

Tab

le 3

Exa

mpl

es o

f cu

rric

ulum

link

s as

soci

ated

with

zoo

min

a] v

isits

Lev

el'

Scie

nce

Cur

ricu

lum

Add

evem

ent O

bjec

tives

Sugg

este

d Z

oo F

ocus

1Sh

are

thei

r ex

peri

ence

rel

atin

g to

the

livin

g w

orld

and

gro

up th

e liv

ing

wor

ld a

ccor

ding

to s

ome

of it

s at

trib

utes

4In

vest

igat

e an

d cl

assi

fy c

lose

ly r

elat

ed li

ving

thin

gs o

n th

e ba

sis

of e

asily

obs

erva

ble

feat

ures

$M

ake

info

rmed

judg

men

ts in

volv

ing

the

soci

al, e

thic

al, a

nd m

oral

con

side

ratio

nsre

latin

g to

con

tem

pora

ry b

iote

chno

logi

cal i

ssue

s

Bod

y co

veri

ngs:

ski

n, f

eath

ers,

sca

les

Prim

ates

, bir

ds, c

amel

, lla

ma

and

rept

iles

Rol

e of

zoo

s, c

aptiv

e m

anag

emen

tte

ciut

ique

s

6 7

Tec

hnol

ogy

Cur

ricu

lum

Ach

ieve

men

t Obj

ectiv

es

Ask

que

stio

ns a

bout

how

a p

artic

ular

gro

up o

f pe

ople

car

ry o

ut te

chno

logi

cal a

ctiv

ities

Inve

stig

ate

and

desc

ribe

how

sys

tem

s w

ork

toge

ther

as

part

of

a la

rger

sys

tem

With

ref

eren

ce to

iden

tifie

d ne

eds,

opp

ortu

nitie

s an

d pr

efer

ence

s; r

evie

w th

e ch

osen

stra

tegi

es a

nd o

utco

mes

with

ref

eren

ce to

fac

tors

suc

h as

soc

iety

, env

iron

men

t, fu

rnac

es,

stan

dard

s an

d re

gula

tions

Sugg

este

d Z

oo F

ocus

Enc

losu

re d

esig

n

Enc

losu

re d

esig

n

Zoo

tech

nolo

gy c

halle

nges

'The

New

Zea

land

sci

ence

cun

icul

um c

ompr

ises

six

str

ands

with

eig

ht d

iffe

rent

leve

ls r

angi

ng f

rom

new

ent

rant

s (a

ge 5

yea

rs)

to y

ear-

13 (

age

16-1

7 ye

ars)

.

Res

ults

and

Dis

cuss

ion

Vis

itor

Perc

eptio

ns o

f th

e Z

oo

The

zoo

vis

itors

wer

e fi

rst a

sked

ope

n-en

ded

ques

tions

see

king

to u

nder

stan

d w

hich

exhi

bit a

nd a

nim

al th

ey li

ked

mos

t, an

d w

hich

they

like

d le

ast.

Res

pond

ents

wer

eal

so p

robe

d as

to r

easo

ns f

or th

eir

choi

ce.

The

mos

t pop

ular

exh

ibits

wer

e th

eSu

mat

ran

tiger

(48

%)

the

rhin

ocer

os (

18%

) an

d th

e fr

ee-f

light

avi

ary

(18%

). T

he ti

ger

exhi

bit w

as d

escr

ibed

as

"rea

listic

," "

nice

and

ope

n" a

nd "

easy

to s

ee e

very

thin

g",

with

"pl

enty

of

room

for

them

to h

ide

and

play

." T

he f

ree-

flig

ht a

viar

y w

as s

een

toha

ve "

plen

ty o

f ro

om to

fly

" m

eani

ng th

at it

"m

akes

you

fee

l lik

e yo

u ar

e in

nat

ure.

"It

is w

orth

whi

le to

not

e he

re th

at th

e tig

ers

have

onl

y re

cent

ly b

een

adde

d to

the

zoo,

and

thei

r pr

esen

ce h

as b

een

subj

ect t

o su

bsta

ntia

l adv

ertis

ing

in th

e lo

cal m

edia

.

The

leas

t pop

ular

exh

ibits

wer

e th

e A

siat

ic g

olde

n ca

t (25

%)

rept

ile h

ouse

(15

%)

and

parr

ot c

ourt

(10

%).

The

gol

den

cat e

xhib

it w

as d

escr

ibed

as

"dar

k an

d w

et"

bein

g"t

oo s

mal

l" a

nd th

e "l

east

inte

rest

ing

beca

use

it is

suc

h a

little

cag

e" w

ith th

e an

imal

not h

avin

g "e

noug

h sp

ace,

stil

l wal

king

and

pac

ing.

"T

he p

arro

ts "

need

ed m

ore

room

" an

d th

e ex

hibi

t was

see

n as

"no

t as

natu

ral"

as

othe

rs.

Inte

rest

ingl

y, m

ostly

the

sam

e ex

hibi

ts w

ere

high

light

ed w

hen

visi

tors

wer

e as

ked

tora

nk s

peci

fic

exhi

bits

as

very

nat

ural

or

unna

tura

l (i.e

., Fi

gure

s 1-

9); n

amel

y, th

eA

siat

ic g

olde

n ca

t, th

e rh

inoc

eros

and

Sum

atra

n tig

ers.

It is

pos

sibl

e th

at th

e re

spon

dent

s w

ere

sim

ply

resp

ondi

ng to

the

aest

hetic

app

eal o

fth

e co

lore

d ph

otog

raph

s, s

o th

ey w

ere

also

ask

ed if

they

had

vis

ited

the

exhi

bits

inFi

gure

s 1-

9 an

d if

they

had

see

n th

e an

imal

s in

thes

e ex

hibi

ts a

nd d

ata

omitt

ed w

here

appr

opri

ate.

The

se d

ata

sugg

est t

hat b

oth

youn

ger

and

olde

r vi

sito

rs s

eem

ed le

ssco

ncer

ned

abou

t exh

ibit

desi

gn w

ith th

e m

ost c

ritic

al a

udie

nce

bein

g th

ose

aged

21

thou

gh 4

1 ye

ars

(Tab

le 1

).

The

res

pond

ents

wer

e al

so a

sked

to s

tate

whi

ch a

nim

als

they

mos

t lik

ed a

nd d

islik

edin

ano

ther

ser

ies

of o

pen-

ende

d qu

estio

ns. T

he p

urpo

se o

f th

is w

as to

ens

ure

that

dat

afo

r th

e ra

ting

of e

xhib

its w

as n

ot c

onfo

unde

d by

str

ong

likes

and

dis

likes

of

spec

ific

anim

als.

The

mos

t pop

ular

ani

mal

s w

ere

the

rhin

ocer

os (

31%

), S

umat

ran

tiger

(21

%),

capu

chin

s (1

1%)

and

otte

rs (

11%

). T

he r

hino

cero

s w

as li

ked

beca

use

of it

s si

ze, "

it is

an im

pres

sive

ani

mal

." H

ence

, per

cept

ions

of

the

rhin

ocer

os e

xhib

it m

ay h

ave

been

infl

uenc

ed b

y th

e si

ze a

nd n

atur

e of

the

beas

t. It

is w

orth

whi

le to

not

e th

at th

e ex

hibi

tde

sign

for

the

rhin

ocer

os is

suc

h th

at v

isito

rs w

ere

able

to g

et v

ery

clos

e to

thes

ean

imal

s (w

ithin

a f

ew m

eter

s); h

ence

thei

r po

pula

rity

may

be

a fe

atur

e of

bot

h th

ean

imal

and

exh

ibit.

It is

inte

rest

ing

that

des

pite

bei

ng h

ouse

d in

a s

econ

d-ge

nera

tion

exhi

bit,

the

capu

chin

s w

ere

wel

l lik

ed b

y th

e vi

sito

rs. T

he c

apuc

hins

and

otte

rs w

ere

liked

bec

ause

they

wer

e "m

ore

activ

e an

d vi

sibl

e" a

nd th

e vi

sito

rs c

ould

vie

w th

em"s

win

ging

" an

d "e

atin

g."

Vie

ws

on th

e le

ast p

opul

ar a

nim

als

wer

e m

ore

mix

ed, w

ith s

ome

resp

onde

nts

relu

ctan

t to

say

they

dis

liked

any

ani

mal

, say

ing

they

"lik

ed th

em a

ll."

Ove

rall

the

rept

iles

wer

e m

ost d

islik

ed (

21%

), f

ollo

wed

by

duck

s an

d pa

rrot

s (b

oth

15%

).In

cont

rast

to th

e ca

puch

ins

and

othe

r m

onke

ys; t

he r

eptil

es w

ere

seen

as

"bor

ing"

beca

use

they

"do

n't d

o an

ythi

ng."

How

ever

, the

se d

ata

for

the

visi

tor

perc

eptio

ns o

fth

e re

ptile

s ne

ed to

be

trea

ted

with

cau

tion

sinc

e ex

hibi

t des

ign

may

be

part

of

the

prob

lem

, in

that

mos

t com

plai

nts

wer

e th

at th

ese

anim

als

wer

e "h

ard

to s

ee, I

can

neve

r fi

nd th

em."

Aga

in, t

o ch

eck

data

tria

ngul

atio

n, v

isito

rs w

ere

aske

d to

rat

e se

lect

ed a

nim

als

(the

sam

e as

in F

igur

es 1

-9)

on a

sev

en p

oint

sca

le f

rom

ver

y ha

ppy

to v

ery

unha

ppy

(Tab

le 2

).

The

se d

ata

are

cons

iste

nt w

ith th

e op

en-e

nded

que

stio

ns, s

how

ing

that

the

Asi

atic

gold

en c

at a

nd c

amel

wer

e de

emed

unh

appy

, whe

reas

the

bird

s in

the

free

-flig

ht a

viar

yan

d th

e ri

ng-t

aile

d le

mur

s w

ere

rate

d ha

ppy.

Inte

rest

ingl

y, th

e ca

puch

ins,

who

seex

hibi

t was

not

rat

ed p

artic

ular

ly n

atur

al (

Tab

le 2

), w

ere

seen

as

happ

y (T

able

3).

The

mos

t lik

ely

expl

anat

ion

for

this

is th

eir

activ

ity c

ompa

red

with

man

y of

the

othe

ran

imal

s, f

or e

xam

ple,

the

Sum

atra

n tig

ers,

whi

ch a

re c

omm

only

inac

tive

duri

ng th

e

dayt

ime.

With

the

exce

ptio

n of

the

sun

conu

res

and

cam

el (

whi

ch th

ey r

ated

as

happ

y), o

lder

vis

itors

hel

d si

mila

r vi

ews

to th

eir

youn

ger

coun

terp

arts

.

Act

ual Z

oo U

se a

nd V

isito

r R

easo

ns f

or V

isiti

ng th

e Z

oo

The

res

earc

h fi

ndin

gs f

or th

is in

quir

y su

gges

t tha

t, as

rep

orte

d fo

r m

useu

ms

and

inte

ract

ive

scie

nce

cent

ers,

zoo

vis

itors

mai

n pu

rpos

e fo

r vi

sits

is e

nter

tain

men

t, w

ithso

me

81%

res

pond

ents

sta

ting

they

vis

ited

for

'fun'

. How

ever

, vis

itors

als

o st

ated

that

they

per

ceiv

ed th

e zo

o to

pos

sess

rol

es in

edu

catio

n (5

9%),

muc

h hi

gher

than

that

com

pare

d w

ith c

onse

rvat

ion

(24%

), s

peci

fic

bree

ding

pro

gram

s (9

%)

and

prot

ectio

nof

end

ange

red

spec

ies

(24%

).T

hese

latte

r ac

tiviti

es r

epre

sent

pot

entia

l lea

rnin

gex

peri

ence

s an

d ob

ject

ives

, but

it s

eem

s th

e pa

rtic

ipan

ts d

o no

t see

this

as

anim

port

ant r

ole

for

the

zoo,

or

seek

out

suc

h kn

owle

dge

and

equa

te th

is w

ith le

arni

ngw

ithin

the

cont

ext o

f th

eir

own

visi

t. T

he r

espo

nden

ts r

epor

ted

that

they

rea

d si

gns

abou

t ani

mal

s an

d br

eedi

ng p

rogr

ams,

and

so

fort

h, a

lthou

gh th

is w

as n

ot b

orne

out

by

obse

rvat

iona

l dat

a, w

ith o

nly

29%

of

visi

tors

obs

erve

d re

adin

g si

gns.

Thu

s it

seem

sth

at th

e ge

nera

l zoo

vis

itors

in th

is s

tudy

pay

cur

sory

atte

ntio

n to

edu

catio

nal s

igns

.M

ost v

isito

rs s

aid

they

cam

e to

see

ani

mal

s ge

nera

lly (

68%

) ra

ther

than

spe

cifi

can

imal

s. T

he o

bser

vatio

nal d

ata

reve

aled

that

alth

ough

vis

itors

spe

nt m

ore

time

attw

o of

the

enri

ched

exh

ibits

(th

e fr

ee-f

light

avi

ary

and

the

Sum

atra

n T

iger

), 7

5% o

fvi

sito

rs s

pent

less

than

thre

e m

inut

es e

ngag

ed a

t any

giv

en e

xhib

it, e

ven

popu

lar

exhi

bits

like

the

Sum

atra

n tig

er -

des

pite

the

fact

that

79%

of

the

time

the

anim

als

wer

e ei

ther

mod

erat

ely

or v

ery

activ

e. I

nter

pret

atio

n of

suc

h da

ta s

houl

d be

vie

wed

with

som

e ca

utio

n, h

owev

er, s

ince

She

ttel-

Neu

ber

(198

9) p

oint

out

that

sho

rt v

iew

ing

times

are

not

nec

essa

rily

indi

cativ

e of

lack

of

enjo

ymen

t, an

d so

sho

uld

not b

e ta

ken

to in

dica

te e

nric

hmen

t has

fai

led

to e

nhan

ce v

isito

r pe

rcep

tions

.

The

Zoo

as

a So

urce

of

Free

Cho

ice

Lea

rnin

g

We

begi

n th

e di

scus

sion

of

the

zoo'

s ac

tual

and

pot

entia

l rol

e as

a s

ourc

e of

fre

ech

oice

lear

ning

with

a d

iscu

ssio

n of

the

oppo

rtun

ities

and

per

cept

ions

for

gen

eral

visi

tors

; thi

s is

fol

low

ed b

y a

desc

ript

ion

of a

n in

-dep

th c

ase

stud

y of

a s

choo

l vis

itin

volv

ing

two

clas

sroo

ms

from

the

sam

e pr

imar

y sc

hool

.

rw

alla

wbf

ki it

\;=Ib

k be

gs o

ff an

dL

ice'

thl

f,ow

n

Figu

re 1

0Si

gn in

the

rhin

ocer

os e

nclo

sure

The

zoo

pro

vide

s a

vari

ety

of o

ppor

tuni

ties

for

visi

tor

lear

ning

, man

y of

whi

ch a

rest

rong

ly li

nked

to th

eir

enri

chm

ent p

rogr

am.

Vir

tual

ly a

ll ex

hibi

ts c

onta

in s

igns

.T

here

are

two

type

s of

sig

ns; t

he f

irst

is in

tend

ed to

info

rm v

isito

rs a

bout

ani

mal

s,an

imal

con

serv

atio

n ef

fort

s in

gen

eral

, and

spe

cifi

c an

imal

con

serv

atio

n an

d br

eedi

ngpr

ogra

ms

at th

e zo

o.Fo

r ex

ampl

e, th

e rh

inoc

eros

exh

ibit

cont

ains

gen

eral

sig

nshe

lpin

g to

info

rm v

isito

rs a

bout

'mud

' and

the

func

tion

this

hol

ds f

or th

is a

nim

al in

the

wild

(Fi

gure

10)

.

Such

a s

ign

is in

tend

ed to

con

vey

info

rmat

ion

abou

t the

ani

mal

in it

s na

tura

l hab

itat

and

is d

epen

dent

upo

n th

e na

ture

of

the

actu

al e

xhib

it. T

his

exhi

bit i

s a

gene

ratio

nth

ree,

that

is, i

t is

deem

ed to

be

a re

ason

able

rep

rese

ntat

ion

of th

e na

tura

l set

ting

for

arh

inoc

eros

and

con

tain

s a

num

ber

of o

bjec

ts f

or e

nric

hmen

t suc

h as

a m

ud p

ool,

smal

llo

gs f

or r

ollin

g, la

rger

logs

for

rub

bing

aga

inst

, and

so

fort

h. L

ikew

ise,

the

free

-flig

htav

iary

(Fi

gure

7),

ano

ther

gen

erat

ion

thre

e ex

hibi

t, co

ntai

ns a

larg

e si

gn n

ear

the

entr

ance

, det

ailin

g an

d de

velo

ping

the

conc

ept o

f en

viro

nmen

tal e

nric

hmen

t for

visi

tors

.

The

sec

ond

type

of

sign

atte

mpt

s to

hel

p vi

sito

rs b

ond

with

ani

mal

s, b

y, f

or e

xam

ple,

mak

ing

the

thre

at o

f ex

tinct

ion

high

ly e

vide

nt. A

n ex

ampl

e of

this

is a

gain

in th

erh

inoc

eros

exh

ibit

that

, in

addi

tion

to th

e ge

nera

l sig

ns d

escr

ibed

abo

ve, c

onta

ins

smal

ler

sign

s th

at p

lot t

he a

nim

al's

pro

gres

s th

roug

hout

its

lifec

ycle

, hig

hlig

htin

gis

sues

and

act

iviti

es th

at th

reat

en o

r en

hanc

e its

cha

nces

for

sur

viva

l (Fi

gure

11)

.

41

V.;4

4 (W

):«

1 le

A4:

1:A

VA

sr

ata

r,fi

t".4

r"

LO

SE 5

LP

Figu

re 1

1R

hino

cero

s ex

hibi

t sig

ns, f

ollo

win

g th

e lif

ecyc

le o

f a

rhin

o:a)

Sign

"V

ery

bad

drou

ght i

ncre

ases

com

petit

ion

for

food

, the

pre

dato

rs b

ecom

ebo

lder

, los

e 5

Ene

rgy

Poin

ts."

b)Si

gn "

The

pre

senc

e of

con

serv

atio

n w

orke

rs d

eter

s po

ache

rs. Y

ou a

re s

afe

toro

am a

nd g

raze

"

The

zoo

pro

vide

s a

com

preh

ensi

ve z

oo v

olun

teer

s ne

twor

k w

ith c

lose

to 4

0 vo

lunt

eers

,av

aila

ble

at p

eak

times

suc

h as

wee

kend

s an

d sc

hool

hol

iday

s. S

uch

volu

ntee

rs a

rege

nera

lly s

tatio

ned

near

exh

ibits

, and

eng

age

visi

tors

in c

onve

rsat

ion

abou

t the

ani

mal

san

d ot

her

issu

es s

uch

as c

onse

rvat

ion

and

spec

ific

bre

edin

g pr

ogra

ms.

Obs

erva

tion

ofzo

o vo

lunt

eers

' act

iviti

es s

ugge

sts

that

the

volu

ntee

rs p

lace

mos

t em

phas

is o

n th

ezo

os' r

ole

in c

onse

rvat

ion

and

cont

ribu

tions

to b

reed

ing

prog

ram

s. T

his

is, h

owev

er,

stro

ngly

link

ed to

the

zoo'

s en

rich

men

t pro

gram

. Vol

unte

ers

also

occ

asio

nally

pro

vide

guid

ed to

urs

for

tour

ist g

roup

s, s

choo

l vis

its a

nd o

ther

gro

ups

such

as

tert

iary

inst

itutio

ns.

As

desc

ribe

d ab

ove,

the

zoo

man

agem

ent c

onsi

ders

edu

catio

n of

gen

eral

zoo

vis

itors

as a

key

rol

e of

the

orga

niza

tion.

The

zoo

als

o ta

rget

s sc

hool

s sp

ecif

ical

ly f

ored

ucat

ion

purp

oses

. The

zoo

has

a f

ull t

ime

educ

atio

n of

fice

r, w

ho is

a r

egis

tere

d an

dtr

aine

d te

ache

r, h

oldi

ng th

e re

spon

sibi

lity

for

deal

ing

with

sch

ool g

roup

s bu

t not

gene

ral z

oo v

isito

rs. E

duca

tiona

l ser

vice

s ar

e of

fere

d to

sch

ool g

roup

s, b

ut n

ot p

re-

scho

ol o

r te

rtia

ry le

vel s

tude

nts.

The

rol

e of

the

educ

atio

n of

fice

r is

to p

repa

reed

ucat

ion

prog

ram

s an

d re

sour

ces

for

use

at th

e zo

o, to

del

iver

edu

catio

nal s

essi

ons

tocl

asse

s w

hile

on

site

, and

to h

elp

teac

hers

to p

repa

re f

or z

oo v

isits

for

sch

ool g

roup

s.Sc

hool

s at

tend

a p

rese

ntat

ion

befo

re g

oing

on

a to

ur, w

ith th

e to

ur c

ondu

cted

by

zoo

volu

ntee

rs r

athe

r th

an th

e ed

ucat

ion

offi

cer

or p

erm

anen

t sta

ff. T

he e

duca

tion

offi

cer

send

s ou

t ext

ensi

ve li

tera

ture

to te

ache

rs p

rior

to v

isits

, and

the

exac

t det

ails

of

the

pres

enta

tion

are

nego

tiate

d w

ith th

e te

ache

r be

fore

the

visi

t. A

s m

ight

be

expe

cted

,th

ere

are

man

y su

gges

ted

lear

ning

act

iviti

es a

ssoc

iate

d w

ith th

e sc

ienc

e cu

rric

ulum

,so

me

exam

ples

of

whi

ch a

re il

lust

rate

d in

Tab

le 3

. Tec

hnol

ogy

educ

atio

n is

a s

tron

gle

arni

ng f

ocus

and

a c

omm

on p

rese

ntat

ion

for

both

tech

nolo

gy a

nd s

cien

ce is

exh

ibit

or e

nclo

sure

des

ign,

whi

ch is

, for

exa

mpl

e, li

nked

to th

e T

echn

olog

ical

Kno

wle

dge

and

Und

erst

andi

ng s

tran

d of

the

New

Zea

land

Tec

hnol

ogy

Cur

ricu

lum

(T

able

3).

Lea

rnin

g op

port

uniti

es a

lso

are

prov

ided

out

side

sci

ence

and

tech

nolo

gy c

urri

cula

,su

ch a

s th

e E

nglis

h an

d So

cial

Stu

dies

.

12

Exa

min

atio

n of

the

zoo

educ

atio

nal m

ater

ials

thus

em

phas

izes

the

enor

mou

s po

tent

ial

of th

e zo

o fo

r le

arni

ng w

ithin

the

New

Zea

land

cur

ricu

lum

sta

tem

ents

and

obj

ectiv

es.

The

bul

k of

sch

ool g

roup

s ar

e in

fac

t pri

mar

y sc

hool

leve

l (ag

e ra

nge

510

yea

rs).

The

zoo

pro

vide

s su

bsta

ntia

l dis

coun

ts in

ent

ry f

ees

for

scho

ol g

roup

s vi

sitin

g as

par

tof

cur

ricu

lum

act

iviti

es w

ith th

e co

st b

eing

NZ

$3.5

0 (c

a. U

S$1:

40)

per

stud

ent.

Thi

sbe

gs th

e qu

estio

n as

to w

hy s

econ

dary

sch

ools

in p

artic

ular

fai

l to

mak

e us

e of

the

zoo

as a

lear

ning

opp

ortu

nity

. Int

ervi

ews

with

sec

onda

ry s

choo

l tea

cher

s pr

ovid

ed s

ome

reas

ons.

Man

y of

teac

hers

inte

rvie

wed

see

med

not

to e

ven

cons

ider

the

zoo

as a

sour

ce o

f cu

rric

ulum

rel

ated

act

ivity

, with

, for

exa

mpl

e, o

ne te

ache

r co

mm

entin

g, "

We

have

not

take

n an

y cl

asse

s to

the

zoo.

We

are

not a

dver

se to

the

idea

of

a vi

sit,

but n

ote

ache

rs h

ave

expr

esse

d th

e de

sire

to d

o so

. Our

pre

sent

For

m 1

[i.e

., Y

ear-

10]

scie

nce-

teac

her

is lo

okin

g at

the

poss

ibili

ty o

f vi

sits

in th

e fu

ture

. It i

s re

ally

a m

atte

rof

how

it f

its b

est i

nto

the

scho

ol c

urri

culu

m."

Thi

s vi

ew e

choe

s th

at o

f th

e pr

imar

ysc

hool

teac

her

in th

is s

tudy

that

took

her

cla

sses

to th

e zo

o (s

ee b

elow

); in

oth

er w

ords

,th

e zo

o co

uld

be a

sou

rce

of c

urri

culu

m a

ctiv

ity, b

ut th

ere

are

othe

r op

tions

ava

ilabl

e.T

hese

oth

er o

ptio

ns m

ay b

e si

mpl

er in

pur

ely

logi

stic

al te

rms

as s

een

in f

urth

erco

mm

ents

by

the

seco

ndar

y sc

hool

teac

hers

, som

e of

who

m w

ere

dist

ant f

rom

the

zoo:

"the

mai

n co

ncer

n is

the

cost

of

tran

spor

t to

visi

t zoo

s. I

f po

ssib

le w

e te

nd to

use

loca

lfa

cilit

ies

that

are

clo

ser.

"O

ther

opt

ions

, ver

y cl

ose

to th

e sc

hool

, ten

ded

to b

e th

epr

efer

red

optio

n: "

clos

er, m

ore

loca

l pla

ces

like

the

Agr

idom

e [a

far

m-b

ased

inte

ract

ive

tour

ist a

ttrac

tion]

off

ers

a fe

w o

f th

ese

trip

s. B

ut o

ften

we

cann

ot a

ffor

dth

e tim

e ou

t of

clas

s."

Oth

ers

com

men

ted

that

they

wou

ld h

ave

to e

mpl

oy r

elie

fte

ache

rs a

t add

ition

al c

ost.

Seco

ndar

y sc

hool

s te

ache

rs a

re s

ubje

ct s

peci

alis

ts a

nd th

ism

eans

sch

ools

nee

d to

em

ploy

rel

ief

teac

hers

to c

over

thei

r cl

asse

s du

ring

thei

rab

senc

e on

the

zoo

visi

t. T

his

cost

is b

orne

by

the

stud

ents

, mak

ing

the

over

all c

ost

unac

cept

ably

hig

h: "

It is

Boa

rd p

olic

y th

at th

e st

uden

ts p

ay f

or th

e co

sts

of th

e re

lief

teac

her

NZ

$220

per

day

on

top

of tr

avel

and

inci

dent

al e

xpen

ses

whi

ch m

akes

itsi

mpl

y no

t via

ble.

" Fi

nally

, tea

cher

s po

inte

d ou

t tha

t "a

scie

nce

base

d tr

ip n

eeds

to b

eju

stif

ied

as to

why

they

will

be

abse

nt f

rom

all

othe

r cl

asse

s du

ring

the

day.

At t

hem

omen

t no

less

on p

lans

or

lear

ning

out

com

es h

ave

been

wri

tten

for

an e

xcur

sion

toth

e zo

o. T

hat i

sn't

to s

ay th

at th

ere

wou

ldn'

t be

any

lear

ning

pos

sibl

e or

som

ethi

ng to

rela

te to

our

pre

scri

ptio

n or

cur

ricu

lum

." H

ence

, cos

ts a

nd th

e pr

essu

re o

f a

pack

edse

cond

ary

scho

ol c

urri

culu

m r

epre

sent

sig

nifi

cant

dis

ince

ntiv

es f

or o

ff-s

ite v

isits

incl

udin

g zo

o vi

sits

.T

hose

few

sec

onda

ry te

ache

rs th

at d

id ta

ke s

tude

nts

to z

oos,

typi

cally

com

bine

d cu

rric

ulum

are

as; "

I ha

ve u

sed

the

zoo

as a

teac

hing

aid

. I to

ok th

est

uden

ts u

p to

Auc

klan

d fo

r ab

out t

hree

or

four

day

s. E

nglis

h, a

rt a

nd b

iolo

gy w

orke

dto

geth

er to

mak

e th

e vi

sit c

over

cur

ricu

lum

are

as. I

took

bio

logy

stu

dent

s to

the

zoo

tolo

ok a

t pri

mat

es to

hel

p th

em h

ave

prac

tical

exp

erie

nce

on p

art o

f th

e hu

man

evo

lutio

nto

pic

for

Form

7 [

i.e.,

Yea

r-13

] bi

olog

y."

Oth

er m

ade

sim

ilar

com

men

ts, "

the

aim

of

doin

g th

e ar

t at t

he z

oo is

to g

ive

the

child

ren

som

e va

riet

y in

less

ons

and

a br

eak

from

the

usua

l far

e of

sci

ence

rel

ated

zoo

topi

cs."

The

pri

mar

y sc

hool

invo

lved

in th

is in

quir

y w

as a

sta

te c

o-ed

ele

men

tary

sch

ool w

ith a

roll

of c

a. 3

00. T

he c

hild

ren

wer

e ag

ed in

the

rang

e 6-

7 ye

ars

and

of m

ixed

abi

lity,

som

e pa

rtic

ular

ly a

ble,

oth

ers

less

aca

dem

ical

ly a

ble.

The

sch

ool i

s si

tuat

ed in

a lo

wde

cile

city

sub

urb

(i.e

., lo

w s

ocio

-eco

nom

ic r

egio

n). T

he te

ache

r, a

n ex

peri

ence

dfe

mal

e pr

imar

y sc

hool

teac

her,

had

not

take

n th

e cl

ass

to th

is o

r an

y zo

o be

fore

, and

the

zoo

visi

t was

see

n by

the

teac

her

to b

e pr

edom

inan

tly f

or "

ente

rtai

nmen

t, fu

n.T

hey

have

bee

n re

ally

goo

d la

tely

and

we

have

not

bee

n an

ywhe

re th

is te

rm. I

alw

ays

like

to ta

ke th

em s

omew

here

eac

h te

rm."

The

teac

her

mad

e th

e de

cisi

on to

vis

it th

ezo

o he

rsel

f, b

ased

on

som

e pu

blic

dom

ain

publ

icity

mat

eria

l inc

ludi

ng la

rge

phot

os o

f

13

anim

als,

and

con

side

red

zoo

visi

ts to

be

good

for

chi

ldre

n. B

eing

a lo

w d

ecile

sch

ool,

the

visi

t was

see

n as

an

oppo

rtun

ity th

at "

they

nev

er g

et, t

hese

kid

s' f

amili

es d

on't

doth

ings

like

go

for

a bu

sh w

alk,

go

to th

e zo

o. E

nter

tain

men

t for

them

is m

ore

likel

y to

be m

ovie

s, v

ideo

s an

d pl

ay-s

tatio

ns."

She

had

no

part

icul

ar e

xpec

tatio

ns f

or th

e vi

sit

seei

ng it

as

a ch

ance

for

the

child

ren

to "

go a

nd s

ee th

ings

, ani

mal

s th

at th

ey h

aven

'tse

en b

efor

e,"

and

the

teac

her

was

qui

te e

mph

atic

abo

ut th

e pu

rpos

e of

the

visi

t bei

ngen

tert

ainm

ent.

How

ever

, pro

bing

and

clas

sroo

mob

serv

atio

nre

veal

edth

atco

nsid

erab

le p

re-p

lann

ing

had

been

don

e. F

or e

xam

ple,

she

sta

ted:

We

go to

see

the

tech

nolo

gy p

art,

the

encl

osur

e pa

rt. W

e w

ant t

o se

e ho

wth

ey s

atis

fy th

e an

imal

's n

eeds

. And

then

we

are

goin

g to

com

e ba

ck a

ndde

sign

one

, bec

ause

that

's p

art o

f ou

r te

chno

logy

cur

ricu

lum

. And

it s

oha

ppen

s th

at w

e ha

ven'

t don

e th

at y

et. I

t fits

with

in m

y cu

rric

ulum

nee

ds,

but I

cou

ld h

ave

take

n th

em o

ut to

any

pla

ce, b

ut it

's ju

st a

fun

thin

g,so

met

hing

fun

to d

o.

Chi

ldre

n w

ere

show

n ph

otos

of

anim

als

(pro

vide

d by

the

zoo

as a

n ad

vert

isem

ent i

nlo

cal p

aper

s) a

nd h

ad a

cle

ar f

ocus

; see

king

to e

stab

lish

wha

t an

anim

al 'i

s', '

has'

,'d

oes'

and

whe

re it

'liv

es'.

Eac

h ch

ild w

as a

ssig

ned

to a

gro

up (

ca. 4

-5 in

divi

dual

s)an

d in

stru

cted

to 'f

ill in

' eac

h of

the

four

con

cept

s ab

ove

on th

eir

shee

ts. C

hild

ren

wer

e th

en e

xpec

ted

to v

isit

a va

riet

y of

ani

mal

s, a

nd to

see

k ou

t the

ir s

peci

fic

anim

alan

d in

vest

igat

e its

enc

losu

re, s

eeki

ng to

see

if th

e en

clos

ure

satis

fied

the

anim

als'

need

s.

The

chi

ldre

n w

ere

clea

rly

exci

ted

abou

t the

pro

spec

t of

the

zoo

visi

t, se

eing

the

visi

t as

an o

ppor

tuni

ty to

see

ani

mal

s fo

r th

emse

lves

.M

ost c

hild

ren

repo

rted

ow

ning

dom

estic

ani

mal

s lik

e gu

inea

pig

s, c

ats

and

dogs

, and

the

anim

als

antic

ipat

ed w

ere

am

ixtu

re o

f re

alis

tic e

xpec

tatio

ns "

cam

el,"

"m

onke

ys,"

"ap

es,"

"tig

ers,

" "k

oala

,""k

iwi,"

"lit

tle c

ubs,

" an

d un

real

istic

(fo

r th

is z

oo)

such

as

"wha

les,

" "h

yena

s,"

and

"dol

phin

s."

The

chi

ldre

n ha

d lit

tle a

ppre

ciat

ion

of w

hy th

ey w

ere

goin

g to

the

zoo

othe

r th

an to

see

ani

mal

s, a

nd li

kew

ise

little

idea

of

wha

t was

pla

nned

as

post

-vis

itac

tiviti

es. T

hey

conf

used

oth

er c

lass

room

act

iviti

es th

ey h

ad b

een

invo

lved

in, s

uch

asin

vest

igat

ing

"fla

x fo

r bu

gs a

nd th

ings

livi

ng o

n it,

"w

ith p

re-v

isit

activ

ities

spec

ific

ally

rel

ated

to th

e zo

o vi

sit.

The

ir p

ost-

visi

t exp

ecta

tions

wer

e si

mpl

e, w

antin

gto

"st

udy

thin

gs"

and

they

exp

ecte

d to

"ha

ve lu

nch,

" "w

rite

wha

t you

hav

e se

en,"

"wri

te a

sto

ry,"

"w

rite

a p

oem

," "

do s

ome

wri

ting"

or

"dra

w s

ome

lions

, 'co

s th

ey a

reea

sy to

dra

w, a

nd m

onke

ys to

o, th

ey a

re e

asy

to d

raw

."

The

zoo

vis

it w

as o

f ab

out t

hree

hou

rs d

urat

ion

and

the

two

clas

ses

(eac

h of

ca.

35

stud

ents

) w

ere

acco

mpa

nied

by

teac

hers

and

par

ent/c

are-

give

rs a

s he

lper

s. T

he la

tter

indi

vidu

als

wer

e to

ld o

f th

e vi

sit o

bjec

tives

, nam

ely

to s

eek

out s

peci

fic

encl

osur

es a

nd'fi

ll in

the

boxe

s' b

efor

e th

e vi

sit.

The

vis

it be

gan

with

a p

rese

ntat

ion

by th

e zo

oed

ucat

iona

l off

icer

spe

cifi

cally

abo

ut a

nim

al n

eeds

, car

eful

ly r

elat

ed to

exh

ibit

desi

gnan

d en

viro

nmen

tal e

nric

hmen

t. T

he o

ffic

er f

irst

took

the

clas

ses

to a

gen

erat

ion

one

exhi

bit (

the

barn

ow

l hou

se),

a s

mal

l, si

mpl

e, w

oode

n en

clos

ure

with

pla

stic

net

ting

conf

inin

g th

e bi

rds.

Thi

s w

as d

escr

ibed

as

"not

my

favo

rite

enc

losu

re"

beca

use

"it i

sol

d" a

nd "

not v

ery

nice

." S

ome

need

s of

thes

e an

imal

s w

ere

gent

ly te

ased

fro

m th

ech

ildre

n, r

esul

ting

in th

em u

sing

qui

te s

ophi

stic

ated

term

s su

ch a

s "n

octu

rnal

,""e

ndan

gere

d,"

and

"hab

itat,"

and

the

com

petin

g te

nsio

ns b

etw

een

the

need

s/de

sire

s of

the

thre

e st

akeh

olde

rs, t

hat i

s, v

isito

rs, a

nim

als

and

zook

eepe

rs, o

f th

e ex

hibi

t car

eful

lypr

obed

. For

exa

mpl

e, it

was

poi

nted

out

that

the

barn

ow

l pre

fers

to s

leep

dur

ing

the

14

day,

whi

ch is

a ti

me

whe

n m

ost v

isito

rs g

o to

the

zoo

to s

ee a

nim

als.

The

chi

ldre

nw

ere

then

take

n to

the

rhin

ocer

os e

xhib

it (g

ener

atio

n th

ree)

, and

the

adva

ntag

es f

orea

ch o

f th

e th

ree

stak

ehol

ders

res

ultin

g fr

om th

e m

ore

adva

nced

enr

ichm

ent o

f th

isex

hibi

t elu

cida

ted.

Thi

s w

as n

ot c

onfi

ned

to m

erel

y di

scus

sing

the

aest

hetic

ally

plea

sing

fea

ture

s of

the

exhi

bit,

but e

xhib

it fe

atur

es w

ere

rela

ted

to s

peci

es ty

pica

lbe

havi

or; f

or e

xam

ple,

the

use

of m

ud a

s a

sun

bloc

k w

as d

iscu

ssed

in s

ome

dept

h. A

nin

tere

stin

g ev

ent o

ccur

red

duri

ng th

e vi

sit t

o th

e rh

inoc

eros

exh

ibit.

The

mal

ede

feca

ted

spec

tacu

larl

y, m

uch

to th

e di

sgus

t of

the

child

ren.

How

ever

, thi

s pr

ovid

ed a

rich

lean

ing

oppo

rtun

ity a

s th

e of

fice

r im

med

iate

ly p

redi

cted

the

subs

eque

nt b

ehav

ior,

nam

ely,

a s

econ

d an

imal

def

ecat

ing

on th

e sa

me

spot

and

the

two

anim

als

tram

plin

gfa

eces

ont

o th

eir

back

fee

t. T

his,

it w

as e

xpla

ined

to th

e ch

ildre

n, r

epre

sent

ed "

typi

cal

beha

vior

of

anim

als

in th

e w

ild"

show

ing

"us

that

thes

e an

imal

s ar

e ha

ppy

in th

eir

encl

osur

e,"

and

the

use

of a

nim

al s

cent

rel

ated

to n

atur

al b

ehav

ior

bein

g "m

arki

ng o

fte

rrito

ry."

It w

as a

lso

expl

aine

d th

at th

e an

imal

's f

aece

s w

ere

usef

ul f

or a

scer

tain

ing

"ani

mal

hea

lth v

ia s

cien

tific

ana

lysi

s."

The

talk

com

plet

ed, t

he c

hild

ren

wen

t on

thei

r zo

o vi

sit,

begi

nnin

g w

ith a

rat

her

rapi

dtr

ip a

roun

d th

e en

tire

zoo.

The

chi

ldre

n sp

ent m

ost o

f th

e tim

e se

ekin

g ou

t ani

mal

s,an

d w

ere,

for

exa

mpl

e, d

isap

poin

ted

in th

e fr

ee-f

light

, sin

ce it

was

dif

ficu

lt to

spo

tbi

rds

and

the

com

mon

ness

of

the

bird

s w

as s

een

as "

bori

ng it

's o

nly

a T

ui [

a co

mm

onna

tive

New

Zea

land

bir

d]."

Som

e co

mm

on d

omes

tic a

nim

als,

how

ever

, wer

e of

inte

rest

, the

pig

s be

caus

e of

thei

r "g

ross

ness

" an

d "s

mel

lines

s,"

and

ease

of

acce

ss, a

ndso

me

smal

l duc

klin

gs ju

st h

atch

ed d

escr

ibed

as

"coo

l" a

nd "

cute

." A

s se

en f

or g

ener

alzo

o vi

sito

rs, t

ime

spen

t at a

giv

en e

nclo

sure

was

min

imal

, les

s th

an o

ne m

inut

e in

the

case

of

the

scho

ol c

hild

ren.

Thi

s ap

plie

d ev

en to

exh

ibits

con

tain

ing

anim

als

like

Sum

atra

n tig

ers

and

the

free

-flig

ht a

viar

y; th

e la

tter

was

mos

tly o

f in

tere

st s

ince

itco

ntai

ned

an a

rtif

icia

l wat

erfa

ll. U

nusu

al a

nim

als

or f

eatu

res

attr

acte

d br

ief

inte

rest

,th

e ta

pir:

"lo

ok a

t the

ir b

ig n

oses

," a

nd th

e gi

raff

e: "

look

at h

ow b

ig it

is n

ext t

o th

atsm

all h

ouse

." T

wo

anim

als

in p

artic

ular

hel

d th

eir

atte

ntio

n, th

e ca

mel

, whi

ch a

t the

time

of th

e vi

sit h

appe

ned

to b

e ve

ry c

lose

(w

ithin

touc

hing

dis

tanc

e) a

nd th

e ch

ildre

nw

ere

curi

ous

as to

whe

ther

or

not t

he c

amel

wou

ld "

spit"

or

"bite

." T

he p

rim

ates

attr

acte

d m

ore

inte

rest

, with

the

capu

chin

mon

keys

in p

artic

ular

, rel

ativ

ely

activ

e at

the

time

of th

is p

artic

ular

vis

it. T

he c

hild

ren

wer

e ab

sorb

ed, n

otin

g m

any

aspe

cts

ofth

e ca

puch

ins

appe

aran

ce a

nd b

ehav

ior,

"lo

ok a

t the

ir f

eet,"

"lo

ok a

t tha

t litt

le o

nesl

eepi

ng,"

"oh

it's

jum

ping

cool

," "

it's

hold

ing

one

[pie

ce o

f fr

uit]

in it

s ha

nd, i

t'sea

ting

kiw

ifru

it [a

loca

l fru

it] it

's tr

ying

to b

reak

it u

p."

The

chi

ldre

n cl

earl

yco

nsid

ered

the

capu

chin

s to

be

happ

y; o

bser

ving

: "do

esn'

t it l

ook

like

fun"

whe

nvi

ewin

g th

e an

imal

s sw

ingi

ng f

rom

the

wir

e w

alls

of

thei

r en

clos

ure.

Aft

erap

prox

imat

ely

90 m

inut

es th

e ch

ildre

n w

ere

visi

bly

tired

, com

plai

ning

, "I'm

tire

d,"

and

sayi

ng "

I w

ant t

o go

bac

k no

w."

Aft

er a

lunc

h br

eak

the

child

ren

wen

t to

exhi

bits

they

had

not

see

n an

d co

mpl

eted

thei

r vi

sit b

y ob

serv

ing

the

spec

ific

ani

mal

exh

ibits

targ

eted

bef

ore

the

visi

t.T

hey

copi

ed d

own

rele

vant

info

rmat

ion

from

sig

ns, l

ike

"mam

mal

," "

Sum

atra

n tig

er,"

and

not

ed s

ome

spec

ific

fea

ture

s of

the

anim

als

like

the

capu

chin

s "f

ur"

and

size

, "it'

s re

ally

sm

all."

The

adu

lt su

perv

isor

s m

ade

som

eat

tem

pts

to e

ngag

e ch

ildre

n in

rea

ding

of

sign

s "t

hink

abo

ut th

at e

nclo

sure

, is

that

good

for

all,

us,

the

cam

el, t

he k

eepe

rs?'

But

in g

ener

al th

ese

wer

e ra

re e

vent

s, w

ith a

fair

am

ount

of

the

time

spen

t on

logi

stic

s of

the

visi

t suc

h as

kee

ping

the

grou

psto

geth

er, e

ncou

ragi

ng th

e ch

ildre

n to

kee

p m

ovin

g, a

nd o

ccas

iona

lly p

rovi

ding

saf

ety

advi

ce tr

ying

to a

void

chi

ldre

n be

ing

bitte

n by

ani

mal

s su

ch a

s th

e os

tric

h.

15

The

teac

her

was

ple

ased

with

the

way

the

zoo

visi

ts w

ent,

"rea

lly w

ell t

hey

had

fun,

they

enj

oyed

them

selv

es w

hich

was

the

maj

or r

easo

n fo

r th

e vi

sit."

She

wen

t on

todi

scus

s so

me

logi

stic

al d

iffe

renc

es, "

next

tim

e I

wou

ld d

o it

as a

sin

gle

clas

s,"

then

you

can

arri

ve a

nd h

ave

your

wal

k ar

ound

and

do

your

ow

n th

ing.

"T

he ti

me

cons

trai

nt w

as a

lso

seen

as

a pr

oble

m, "

I th

ink

I w

ould

mak

e it

slig

htly

long

er, l

ots

ofpe

ople

did

n't s

ee e

very

thin

g."

The

edu

catio

n of

fice

rs' t

alk

at .t

he b

egin

ning

she

thou

ght v

alua

ble,

"th

e na

ture

of

the

talk

was

goo

d, g

reat

, the

con

tent

was

goo

d,pe

rfec

t," a

nd p

itche

d at

exa

ctly

the

righ

t lev

el f

or th

e ch

ildre

n.T

he o

nly

othe

rco

mm

ent s

he m

ade

was

rel

ated

to c

lass

man

agem

ent:

"our

chi

ldre

n ne

ed to

be

conf

ined

, in

a fi

xed

area

, and

that

's ju

st m

y cl

ass.

The

y ar

e lit

tle b

it ha

iry,

they

just

need

to s

it do

wn,

be

encl

osed

a b

it m

ore

[lau

ghs]

."

Ove

rall,

she

thou

ght t

hat t

he c

hild

ren

gain

ed a

lot f

rom

the

trip

:

One

of

the

obje

ctiv

es w

as th

e te

chno

logy

par

t and

I th

ink

that

the

child

ren

foun

d ou

t how

the

zoo

cate

rs f

or th

e an

imal

s. I

thin

k th

ey c

ante

ll th

e di

ffer

ence

bet

wee

n a

good

and

a b

ad e

nclo

sure

, the

y sa

w a

nim

als

that

they

won

't se

e ag

ain,

and

I th

ink

they

wer

e qu

ite a

wes

truc

k by

som

eth

ings

. Lik

e I

don'

t thi

nk th

ey w

ere

insp

ired

by

the

tiger

, but

they

saw

atig

er, t

hat's

the

insp

irin

g pa

rt, j

ust h

avin

g se

en a

tige

r. W

hen

they

see

iton

tele

visi

on, t

hey

can

say,

'I'v

e se

en a

tige

r'.

In h

er v

iew

the

child

ren'

s fa

vori

te a

nim

als

wer

e "t

he m

onke

ys, e

very

one'

s im

pres

sed

by th

e m

onke

ys."

She

saw

this

as

stro

ngly

rel

ated

to th

e na

ture

of

the

exhi

bit:

"it w

asta

ll, it

was

hig

h an

d ev

eryo

ne g

ot a

goo

d vi

ew. T

hey

wer

e ab

solu

tely

am

azed

at t

hem

onke

ys c

limbi

ng u

p th

e w

alls

, put

ting

thei

r fi

nger

s th

roug

h th

e w

ebbi

ng."

She

furt

her

com

men

ted

that

the

desi

gn w

as g

ood

for

visi

tors

, "yo

u co

me

into

it r

ight

in th

em

iddl

e [o

f th

e en

clos

ure

heig

ht-w

ise]

and

you

can

look

up

and

dow

n."

Post

-vis

it ac

tiviti

es w

ere

focu

sed

on th

e pr

e-vi

sit o

bjec

tives

; spe

cifi

c cl

assr

oom

activ

ities

, inc

lude

d fi

nish

ing

the

deta

ils o

f th

e 'is

', 'h

as',

'doe

s' a

nd 'l

ives

' que

stio

nsth

at w

ere

begu

n du

ring

the

zoo

visi

tfi

lling

out

the

shee

ts in

clud

ing

draw

ing

a pl

an o

fth

e en

clos

ure,

com

bini

ng th

eir

exhi

bit d

esig

ns a

nd a

nsw

ers,

and

bui

ldin

g an

exh

ibit

inth

e sc

hool

pla

y ar

ea (

see,

Fig

ures

12-

14).

ClI

co0e

the

anen

ol30

0on

dA

llou

lth

ere

port

-kn.

,.

ejr.

..,gi

tk.

lef

1-11

':

Jr-e

rg

s,,, d

,C,-

free

s.L

leS.

Zbo

,

Ptir

ilt-1

5"A

frer

:r11

S04

1-1

1401

pC A

nns.

Dra

w0

plan

of

She

enci

osw

-eca

nonn

iye

...ha

ve L

iWn,

1.5

Figu

re 1

2E

xam

ples

of

the

child

ren'

s po

st-v

isit

draw

ings

of

exhi

bits

17

Dra

w a

plan

of

d,e

encl

as,e

if.e

ono-

nal

4wPa

..e d

am,,

oea

1

enfi

l>fi

qrt

Iq.e

d:.

c,tv

,tn

+46

4a

-

Figu

re 1

3E

xam

ples

of

the

child

ren'

s po

st-v

isit

draw

ings

of

exhi

bits

and

ani

mal

nee

ds

She

saw

the

zoo

visi

t exp

erie

nce

as "

insp

irin

g" a

nd f

ollo

wed

the

clas

sroo

m a

ctiv

ities

up w

ith d

iscu

ssio

n re

late

d to

the

tech

nolo

gy c

urri

culu

m: "

how

that

enc

losu

re m

eets

the

mon

key'

s ne

eds.

So

that

if y

ou d

on't

have

a s

uita

ble

encl

osur

e fo

r th

e m

oney

to s

win

ghe

will

get

bor

ed,"

The

chi

ldre

n, a

s no

ted

by th

e te

ache

r, w

ere

high

ly e

xcite

d ab

out t

heir

vis

it.T

hey

repo

rted

that

they

enj

oyed

thei

r tr

ip b

ecau

se th

ey s

aw "

anim

als,

all

sort

s of

ani

mal

s,"

"peo

ple

go th

ere

to v

isit

the

anim

als,

" th

e vi

sit b

eing

exc

iting

bec

ause

of

the

new

expe

rien

ces:

"it

was

the

firs

t tim

e I

have

see

n tig

ers.

" T

heir

pri

ncip

al e

njoy

men

t cam

efr

om s

eein

g an

imal

s w

ith s

ome

obvi

ous

favo

rite

s: "

I lik

ed th

e tig

ers,

I li

ked

thei

r ca

ge"

and

the

prim

ates

: "I

liked

the

[spi

der]

mon

keys

bec

ause

they

wer

e sw

ingi

ng a

roun

d,"

"the

y sw

inge

d on

the

fenc

e,"

"it s

win

ged

in r

eally

clo

se to

us,

" "I

like

d th

e m

onke

ysbe

caus

e th

ere

was

a li

ttle

one

and

it lik

e po

ked

it's

tong

ue."

Unu

sual

eve

nts

wer

epa

rtic

ular

ly e

nter

tain

ing,

and

, for

exa

mpl

e, o

ne o

f th

e ri

ng-t

aile

d le

mur

s "g

ot o

ut w

hile

we

wer

e th

ere.

" D

islik

ed e

xhib

its w

ere

"the

ow

l, I

didn

't lik

e th

e ow

l bec

ause

it d

idn'

tm

ove"

and

"ow

l's h

ouse

, it w

as a

ctua

lly p

retty

dar

k in

ther

e an

d it

was

rea

l sm

all."

18

Figu

re 1

4E

xam

ples

of

the

child

ren'

s po

st-v

isit

cons

truc

tions

of

exhi

bits

The

chi

ldre

n en

joye

d un

expe

cted

eve

nts.

Asi

de f

rom

the

rhin

o's

activ

ities

des

crib

edas

"hi

s bi

g pl

ops

[gig

gles

],"

they

enj

oyed

see

ing

mon

keys

sw

ing,

and

an

enco

unte

rw

ith th

e "b

lue

duck

," th

e ra

ther

agg

ress

ive

nativ

e du

ck m

entio

ned

abov

e: "

it ha

s to

be

conf

ined

bec

ause

it b

eats

up

othe

r du

cks.

"T

hey

enjo

yed

the

visi

t see

ing

it as

ava

luab

le a

ctiv

ity, a

gain

bec

ause

"ot

her

peop

le s

houl

d go

so

they

can

see

the

anim

als,

"th

ey w

ante

d ot

her

peop

le "

from

oth

er c

ities

, cou

ntri

es o

r to

wns

to s

ee m

onke

yssw

ingi

ng."

Aft

er th

e zo

o vi

sit t

hey

said

they

had

"st

udie

d th

e zo

o,"

the

mon

keys

and

tiger

s ag

ain

favo

rite

s. T

hey

spok

e of

the

'is',

'has

', do

es',

and

'live

s' a

ctiv

ities

desc

ribi

ng th

eir

own

exam

ples

, usi

ng th

e an

imal

s m

entio

ned

abov

e. S

o m

onke

ys w

ere

"mam

mal

s" th

at "

swin

g" a

nd a

re in

volv

ed in

"cl

imbi

ng",

and

that

live

in "

tree

s,"

and

"oth

er c

ount

ries

." T

he p

urpo

se o

f th

e en

clos

ures

wer

e se

en to

be

to "

keep

the

anim

als

safe

," a

nd "

keep

the

anim

als

in g

ood

heal

th."

The

chi

ldre

n ke

pt r

etur

ning

to th

em

onke

ys, c

lear

ly g

reat

ly im

pres

sed:

"I

drew

a m

onke

y in

my

book

, sw

ingi

ng"

(see

,Fi

gure

12)

, mak

ing

only

bri

ef m

entio

n of

oth

er a

nim

als

whe

n ge

ntly

pro

bed:

"I

saw

otte

rs,"

and

"I

saw

the

red

pand

a,"

"I s

aw a

tuat

ara

[a n

ativ

e liz

ard]

."

Inte

rest

ingl

y, th

e ch

ildre

n sa

id th

ey li

ked

seei

ng a

nim

als,

but

als

o m

ade

men

tion

ofsp

ecif

ic e

xhib

its: "

I lik

ed th

e rh

inoc

eros

's e

nclo

sure

."It

is in

tere

stin

g to

not

eth

roug

hout

the

child

ren'

s ad

optio

n of

term

inol

ogy,

in th

at th

ey s

peci

fied

they

like

d th

e"r

hino

cero

s" a

nd h

is "

encl

osur

e,"

rath

er th

an 'r

hino

' and

'cag

e.' S

imila

rly,

they

mad

eso

me

high

ly in

sigh

tful

obs

erva

tions

abo

ut e

xhib

its; f

or e

xam

ple,

sta

ting

that

the

role

betw

een

anim

al a

nd v

isito

r ap

pear

ed to

be

in th

e ca

se o

f th

e Su

mat

ran

tiger

exh

ibit:

"I

liked

the

tiger

enc

losu

re b

est,

beca

use

we

wer

e in

side

, and

they

wer

e ou

tsid

e."

19

Con

clus

ion

and

Impl

icat

ions

The

act

ual z

oo u

se a

nd v

isito

r pe

rcep

tions

for

the

part

icip

ants

in th

is s

tudy

wer

esi

mila

r to

thos

e de

scri

bed

in th

e lit

erat

ure.

For

exam

ple,

the

visi

tor's

, inc

ludi

ngsc

hool

gro

ups,

fou

nd th

e en

rich

ed e

xhib

its m

ore

appe

alin

g (K

apla

n &

Kap

lan,

198

9),

and

spen

t mor

e tim

e at

mor

e na

tura

l exh

ibits

(Sw

enso

n, 1

984)

with

mos

t tim

e sp

ent

seek

ing

out a

nim

als

(Tun

nicl

iffe

, 199

5a,b

).T

he c

hild

ren

in p

artic

ular

foc

used

on

anat

omic

al f

eatu

res

(e.g

., si

ze)

and

anim

al a

ctiv

ity, a

nd e

ngag

ed in

sig

n re

adin

g on

lyw

hen

dire

cted

to v

ia p

re-v

isit

inst

ruct

ion

(And

erso

n et

al.,

200

0).

Old

er v

isito

rsse

emed

less

con

cern

ed a

bout

'cag

ey' t

ype

exhi

bits

than

thei

r yo

unge

r co

hort

s as

sugg

este

d by

Ver

derb

er e

t al.

(198

8)

The

res

earc

h fi

ndin

gs f

or th

is in

quir

y su

gges

t tha

t the

zoo

in q

uest

ion

sees

itse

lf a

sha

ving

an

impo

rtan

t rol

e in

fre

e ch

oice

lear

ning

, with

thei

r ed

ucat

iona

l eff

orts

str

ongl

ylin

ked

to th

e en

viro

nmen

tal e

nric

hmen

t pro

gram

.If

one

is to

judg

e su

cces

s of

the

enri

chm

ent p

rogr

am o

n th

e ba

sis

of v

isito

rs' p

erce

ptio

ns, t

hen

the

zoo

has

achi

eved

ahi

gh le

vel o

f vi

sito

r sa

tisfa

ctio

n w

ith v

isito

rs r

atin

g th

e m

ost e

nric

hed

exhi

bits

mor

efa

vora

bly.

The

zoo

, via

exh

ibit

desi

gn, a

lso

affo

rds

the

visi

tors

the

oppo

rtun

ity to

bond

clo

sely

with

spe

cifi

c an

imal

s; th

e m

ost n

otab

le e

xam

ple

bein

g th

e rh

inoc

eros

exhi

bit.

The

mos

t lik

ely

expl

anat

ion

for

the

low

er r

atin

g of

som

e en

viro

nmen

tally

enri

ched

exh

ibits

is th

e di

ffic

ulty

ass

ocia

ted

with

obs

ervi

ng th

e an

imal

s du

ring

the

dura

tion

of th

is in

quir

y, a

s su

gges

ted

by B

itgoo

d et

al.

(198

8).

Zoo

keep

ers

and

man

agem

ent r

ecog

nize

that

enr

ichm

ent a

ctiv

ities

may

invo

lve

mor

e ef

fort

and

reso

urce

s in

term

s of

upk

eep

and

mai

nten

ance

, but

sta

ff b

elie

ve th

at th

isis

com

pens

ated

for

in te

rms

of v

isito

r pl

easu

re, a

nd a

nim

al w

elfa

re.

The

stu

dy r

evea

ls th

at g

ener

al z

oo v

isito

rs a

nd s

choo

l tea

cher

s an

d sc

hool

gro

ups

dono

t nec

essa

rily

ass

ocia

te z

oo v

isits

with

lear

ning

.N

onet

hele

ss, l

earn

ing

did

occu

rdu

ring

vis

its to

this

zoo

. For

the

gene

ral z

oo v

isito

rs th

is w

as li

mite

d, w

here

as f

or th

esc

hool

gro

ups

in th

is s

tudy

, the

re w

ere

stro

ng le

arni

ng o

utco

mes

with

chi

ldre

nde

velo

ping

an

unde

rsta

ndin

g of

ani

mal

nee

ds a

nd w

elfa

re, a

nd a

sur

pris

ingl

yso

phis

ticat

ed v

iew

of

exhi

bit d

esig

n. T

his

lear

ning

was

fac

ilita

ted

by p

re-p

lann

ing

and

appr

opri

ate

post

-vis

it ac

tiviti

es, a

long

with

the

tech

nolo

gy-f

ocus

ed p

rese

ntat

ion

by th

e zo

o ed

ucat

ion

offi

cer.

The

chi

ldre

n's

lear

ning

app

eare

d to

be

mos

t eff

ectiv

ew

hen

targ

eted

to s

peci

fic

activ

ities

, suc

h as

ani

mal

nee

ds a

nd e

xhib

it de

sign

. Hen

ce,

as r

epor

ted

else

whe

re f

or f

ree

choi

ce le

arni

ng c

ente

rs, l

earn

ing

is m

ore

likel

y to

occ

urw

hen

child

ren

(and

oth

er v

isito

rs)

go to

the

zoo

with

spe

cifi

c le

arni

ng o

bjec

tives

and

enga

ge in

app

ropr

iate

pre

- an

d po

st-v

isit

activ

ities

(A

nder

son

et a

l., 2

000;

Bol

stad

,20

01),

and

it is

rec

omm

ende

d th

at te

ache

rs p

lan

acco

rdin

gly,

link

ing

thei

r vi

sits

tosp

ecif

ic c

urri

culu

m o

bjec

tives

.

The

fin

ding

s fr

om th

is s

tudy

sug

gest

that

a z

oo v

isit

to a

mod

em z

oo w

ith a

hig

h le

vel

of e

nvir

onm

enta

l enr

ichm

ent p

rovi

des

exhi

bits

ple

asin

g to

vis

itors

, and

stim

ulat

ing

ente

rtai

nmen

t tha

t pro

vide

s m

any

oppo

rtun

ities

for

fre

e ch

oice

lear

ning

. The

stu

dyal

so s

ugge

sts

that

fre

e ch

oice

lear

ning

occ

urs

whe

ther

or

not i

t is

reco

gniz

ed a

s su

chby

vis

itors

. Hen

ce z

oos,

suc

h as

the

one

in th

is s

tudy

, may

ser

ve to

bri

dge

St J

ohn

and

Perr

y's

(199

3) 'c

ritic

al d

isju

nctio

n,' b

y pr

ovid

ing

oppo

rtun

ities

for

lear

ning

that

are

conn

ecte

d w

ith e

very

day

life,

that

als

o ar

e en

joya

ble,

ent

erta

inin

g ex

peri

ence

s.

20

Ref

eren

ces

And

erso

n, D

., L

ucas

, K.B

., G

inns

, I.S

., an

d D

ierk

ing,

L.D

. 200

0 D

evel

opm

ent o

fkn

owle

dge

abou

t ele

ctri

city

and

mag

netis

m d

urin

g a

visi

t to

a sc

ienc

e m

useu

man

d re

late

d po

st-v

isit

activ

ities

. Sci

ence

Edu

catio

n 84

: 658

-679

.B

ell,

B.,

Jone

s, A

., &

Car

r, M

. 199

5 T

he d

evel

opm

ent o

f th

e re

cent

nat

iona

l New

Zea

land

sci

ence

cur

ricu

lum

. Stu

dies

in S

cien

ce E

duca

tion

26: 7

3-10

5.B

itgoo

d, S

. 199

3 Pu

tting

the

hors

e be

fore

the

cart

: A c

once

ptua

l ana

lysi

s of

educ

atio

nal e

xhib

its. I

n: B

ickn

ell,

S., a

nd F

arm

elo,

G. (

eds)

. Mus

eum

Vis

itor

Stud

ies

in th

e 90

s. L

ondo

n: A

nton

y R

owe.

Pp.

133

-139

.B

itgoo

d, S

., an

d Pa

tters

on, D

. 198

7 Pr

inci

ples

of

exhi

bit d

esig

n. V

isito

r B

ehav

ior

2(1)

: 4-6

.B

itgoo

d, S

., Pa

tters

on, D

., an

d B

enef

ield

, A. 1

988

Exh

ibit

desi

gn a

nd v

isito

r be

havi

or:

Em

piri

cal r

elat

ions

hips

. Env

iron

men

t and

Beh

avio

r 20

: 474

-491

.B

olst

ad, R

. 200

1. T

he a

ctua

l and

pot

entia

l rol

e of

sci

ence

and

tech

nolo

gy c

ente

rs in

New

Zea

land

pri

mar

y sc

ienc

e an

d te

chno

logy

edu

catio

n. P

aper

pre

sent

ed a

t the

32nd

ann

ual c

onfe

renc

e of

the

Aus

tral

asia

n Sc

ienc

e E

duca

tion

Res

earc

hA

ssoc

iatio

n. S

ydne

y, J

uly

12-1

4.C

ampb

ell,

S. 1

984

A n

ew z

oo?

Zoo

nooz

9: 4

-7C

ohen

, L.,

Man

ion,

L. a

nd M

orri

son,

K. 2

000.

Res

earc

h M

etho

ds in

Edu

catio

n (5

thed

n). L

ondo

n: R

outle

dge-

Falm

er.

Cor

riga

n, G

. 200

1. P

rere

quis

ites

for

lear

ners

' dec

isio

ns in

ope

n-en

ded

inve

stig

atio

ns.

Pape

r pr

esen

ted

at th

e 32

'd a

nnua

l con

fere

nce

of th

e A

ustr

alas

ian

Scie

nce

Edu

catio

n R

esea

rch

Ass

ocia

tion.

Syd

ney,

Jul

y 12

-14,

200

1.D

ierk

ing,

L.D

. 199

6. C

onte

mpo

rary

theo

ries

of

lear

ning

. In:

Dur

bin,

G. (

ed),

Dev

elop

ing

mus

eum

exh

ibiti

ons

for

lifel

ong

lear

ning

. Lon

don

The

Mus

eum

and

Gal

leri

es C

omm

issi

on. P

p. 2

5-29

.D

ierk

ing,

L.D

. and

Fal

k, J

.H. 1

994

Fam

ily b

ehav

ior

and

lear

ning

in in

form

al s

cien

cese

tting

s: A

rev

iew

of

the

rese

arch

. Sci

ence

Edu

catio

n 78

: 577

-72.

Die

rkin

g, L

.D. a

nd G

riff

in, J

. 200

1. P

erce

ptio

ns o

f le

arni

ng in

for

mal

and

info

rmal

envi

ronm

ents

. Pap

er p

rese

nted

atth

e an

nual

mee

ting

of th

e N

atio

nal

Ass

ocia

tion

for

Res

earc

h in

Sci

ence

Tea

chin

g. S

t Lou

is, M

O, M

arch

23-

28,

2001

.D

onah

oe, S

. 198

8 V

isito

r da

ta is

a th

ree-

way

str

eet.

In: B

itgoo

d, S

., R

oper

, J.T

., an

dB

enef

ield

A. (

eds)

. Vis

itor

Stud

ies

1988

: The

ory,

Res

earc

h an

d Pr

actic

e.Ja

ckso

nvill

e, A

L: T

he C

ente

r fo

r So

cial

Des

ign.

Pp.

171

-179

.Fa

lk, J

.H. 1

983

Tim

e an

d be

havi

or a

s pr

edic

tors

of

lear

ning

. Sci

ence

Edu

catio

n 67

:26

7-27

6.Fa

lk, J

.H a

nd D

ierk

ing,

L.D

. 199

2. T

he M

useu

m E

xper

ienc

e. W

ashi

ngto

n, D

C:

Wha

lesb

ack

Boo

ks.

Finl

ay, T

., Ja

mes

, L.R

., an

d M

aple

, T.L

. 198

8 Pe

ople

's p

erce

ptio

ns o

f an

imal

s: T

hein

flue

nce

of z

oo e

nvir

onm

ent.

Env

iron

men

t and

Beh

avio

r 20

: 508

-528

.G

illou

x, I

., G

umel

l, J.

, and

She

pher

dson

, D. J

. 199

2 A

n en

rich

men

t dev

ice

for

grea

tap

es.

Goo

d, R

.G.,

Wan

ders

ee, J

.H.,

and

St J

ulie

n, J

. 199

3. C

autio

nary

not

es o

n th

e ap

peal

of th

e ne

w "

ism

" (c

onst

ruct

ivis

m)

in s

cien

ce e

duca

tion.

In

Tob

in K

. (ed

). T

hePr

actic

e of

Con

stru

ctiv

ism

in S

cien

ce E

duca

tion.

Hill

sdal

e, N

J: L

awre

nce

Erl

baum

Ass

ocia

tes.

Pp.

71-

87.

Gri

ffin

, J. 1

994

Lea

rnin

g to

lear

n in

info

rmal

set

tings

. Res

earc

h in

Sci

ence

Edu

catio

n24

: 121

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.

21

Hei

n, G

.E. 1

995.

Eva

luat

ing

teac

hing

and

lear

ning

in m

useu

ms.

In

Hoo

per-

Gre

enhi

ll,E

. (ed

. Mus

eum

, Med

ia, M

essa

ge. L

ondo

n: R

out l

edge

. Pp

189-

203.

John

son-

Lai

rd, P

. 198

3. M

enta

l Mod

els:

Tow

ards

a C

ogni

tive

Scie

nce

of L

angu

age,

Infe

renc

e an

d C

onsc

ious

ness

. Cam

brid

ge, M

A: H

arva

rd U

nive

rsity

Pre

ss.

John

son-

Lai

rd, P

. 198

9. A

nalo

gy a

nd th

e ex

erci

se o

f cr

eativ

ity. I

n: V

osni

adou

, S.,

and

Ort

ony,

A. (

eds)

. Sim

ilari

ty a

nd A

nalo

gica

l Rea

soni

ng. C

ambr

idge

, Eng

land

:C

ambr

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Uni

vers

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. Pp.

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.K

apla

n, R

., an

d K

apla

n, S

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9. T

he E

xper

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e of

Nat

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Cam

brid

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K:

Cam

brid

ge U

nive

rsity

Pre

ss.

Kei

th, M

.J. 1

988.

Stim

ulat

ed R

ecal

l and

Tea

cher

s' T

houg

ht P

roce

sses

: A C

ritic

alR

evie

w o

f th

e M

etho

dolo

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nd a

n A

ltern

ativ

e Pe

rspe

ctiv

e. P

aper

pre

sent

ed a

tth

e an

nual

mee

ting

of th

e M

id-S

outh

Edu

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esea

rch

Ass

ocia

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Lou

isvi

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T. N

ovem

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9-11

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8.L

evi,

D.,

Koc

her,

S. 1

999

Vir

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nat

ure:

The

fut

ure

effe

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of in

form

atio

n te

chno

logy

on o

ur r

elat

ions

hip

to n

atur

e. E

nvir

onm

ent a

nd B

ehav

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31: 2

03-2

26.

Loo

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R.,

and

Hud

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K. 1

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Pla

nnin

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r th

e vi

sito

r: T

he c

halle

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of v

isito

r st

udie

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n: B

ickn

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. and

Far

mel

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. (ed

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useu

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isito

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the

90s.

Lon

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Sci

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3.L

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'Info

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inm

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and

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sou

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for

lear

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cien

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Inte

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l Jou

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Scie

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Edu

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.M

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'Rei

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8 C

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inzo

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nvir

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87-3

95.

Mat

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Cha

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NZ

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Sci

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Edu

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Phi

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Dor

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ethe

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Proc

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Env

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Mor

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K.N

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f m

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d pe

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Nat

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e N

atio

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ssoc

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23

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