Characteristics of Animals Used in Zoo Interpretation: A Synthesis of Research

Abstract

Most research on the use of animals in zoo interpretation focuses on visitor knowledge and attitude change, with little emphasis on the characteristics of the animals used as interpretive tools. A synthesis of research was conducted to: (a) identify the characteristics of animals used as teaching tools in zoo interpretation and (b) determine the usefulness of such information to zoo and other non-formal interpreters. Most research on the use of animals in zoo interpretation involved large, active, exotic animals. Few studies have evaluated the effectiveness of native, locally relevant species as interpretive tools. When used in zoo interpretation, native species have the potential to help educators address locally relevant conservation issues. However, more research is needed on the use of locally relevant species in interpretation. Information on the effectiveness of native, readily available species would be useful to interpreters lacking the resources of larger zoos and using injured or imprinted local wildlife in education.

Student perceptions after touching vs. holding educational animals

“…These students also displayed a high amount of empathy towards the animals, reporting feelings of sadness at the idea of box turtles or corn snakes being killed by human activity. Compared to those who touched the corn snake or Eastern box turtle, several students who held the snake or turtle mentioned how the experience helped them "learn more," something for additional exploration compared to only touching (Fuhrman & Ladewig, 2008).…”

“…The combination of increased urbanization, dwindling natural spaces, and increased time indoors has sparked concerns regarding children's diminishing direct contact with nature and agriculture (Louv, 2006;Strife & Downey, 2009). Agricultural and environmental educators often use small animals such as rabbits, chickens, and reptiles as ambassadors of educational messages to build agricultural and environmental literacy during presentations to children because of their ease of transport and handling (Fuhrman & Ladewig, 2008;Siegel, 2004). Exposure to live animals, including reptiles, in educational settings can reduce stress, provide hands-on learning experiences, and even enhance rapport between educators and learners (Fuhrman & Rubenstein, 2017;Hummel & Randler, 2012;Von Bergen, 2015).…”

Tourist Opinions on Animal Culling: A South Australian Example

“…Indeed, some people will perceive kangaroos as obligatory management species for various reasons (e.g., to prevent greater suffering from starvation if overpopulated; to facilitate revegetation efforts; to reduce damage to pastoral land), but others may not look beyond the individual species unit to weigh up the costs and benefits to the entire community. Opinions may also be influenced by the characteristics of an animal species, with studies suggesting larger animals tend to elicit more emotions in wildlife tourism and more charismatic animals attract more conservation interest (Fuhrman & Ladewig, 2008; Knegtering, Hendrickx, van der Windt, & Schoot-Uiterkamp, 2002).…”

Conservation Education: Are Zoo Animals Effective Ambassadors and Is There Any Cost to Their Welfare?

“…Zoos offer the opportunity to view live animals up-close, setting them apart from other natural history organisations that commonly use animal artefacts. Despite equivocal evidence, it is often assumed that close encounters between zoo visitors and animals increase feelings of connectedness with species, ultimately inspiring visitors to protect biodiversity more generally [1][2][3]. Although HAIs occur in many forms within the zoo environment (such as walk-through exhibits and keeper-animal interactions), this study focuses on the impacts of Animal Ambassador Encounters (AAEs).…”