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.

Automated summary

Evaluating the impact of conservation education is crucial for effectively promoting proenvironmental behaviors. This study reviewed previous research on on-site conservation education in zoos and aquaria to examine the range of learning outcomes and the factors that influenced them. The results suggest that learning outcomes vary, with cognitive outcomes being the most commonly investigated. However, explicit definitions for these outcomes were lacking, and there was inconsistency in the definitions provided. Factors such as prior experiences, staff interaction, and animal behavior were found to influence the outcomes. The study recommends a more comprehensive approach to conservation education research, incorporating all relevant learning outcomes and utilizing educational and behavior change theories.