Conservation or Exploitation? Assessing the Education Impact of Accredited Zoological Institutions
Notice bibliographique
Résumé
Zoological institutions, and the animals that inhabit them, have fascinated people since their inception. Over time, the mandates of zoos and aquariums have evolved and diversified beyond their sole anthropocentric focus on human entertainment. Today, zoological institutions have mandates to safeguard the populations of endangered species, protect wild spaces, and promote environmental and conservation education. This study seeks to answer the following questions: How are zoological institutions attempting to contribute to conservation through environmental education? Are they successful? Zoos and aquariums are in a unique position to play a role in fostering conservation and delivering experiential education opportunities to its visitors. Environmental education opportunities in zoological institutions raise awareness amongst the visiting public the ecological value of biodiversity, and the reintroduction of endangered species populations into the wild. Zoos achieve this through captive breeding programs and by collaborating on conservation programs with multiple stakeholders, including those who participate in citizen science projects. This thesis explores the effectiveness of the educational programs of zoological institutions and in communicating a conservation message. In addition, the concept of learning through experiential and deep learning is investigated to evaluate the potential for positive behavioural changes towards environmental stewardship. This study takes a qualitative multiple case study approach of three accredited zoological institutions – the Calgary Zoo, the Toronto Zoo, and the Vancouver Aquarium – to determine the effectiveness of their current conservation education messages. A social media analysis of the zoos’ Facebook pages and semi-structured interviews have been conducted with zoo volunteers to see if there is evidence of learning that might lead to stewardship and conservation behaviours in the zoos visitors. Additional insights into the impact that these educational efforts might have on conservation are provided through expert interview, personal observation, secondary literature, and grey literature. Findings suggest that experiential education programs are generating some conservation behaviours by members of the visiting public, particularly those who ultimately became volunteers at the zoos. The research also indicates that zoos could quite easily make more effective use of those volunteers and social media to more meaningfully communicate their environmental education programs, thereby enhancing and reinforcing the impact of their conservation work.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».