Comparative analysis of knowledge gain between interpretive and fact‐only presentations at an animal training session: an exploratory study

Abstract

Zoos and aquariums have recognized the importance of integrating living collections with personally delivered interpretation. One way for zoos to accomplish this is by conducting public animal training sessions accompanied by personal interpretation. Many institutions offer these types of interactions, but the term "interpretation" is used loosely and without clear definition. This exploratory study compared knowledge gain of individual students in three different fifth grade school groups visiting the Potter Park Zoo in Lansing, Michigan. Each group observed an animal training session, with two groups receiving two types of presentations and one group serving as a control group. Although hearing the same facts, the two treatment groups received different program types: an interpretive presentation and a fact-only presentation. The third group viewed the training session but received no presentation. Results showed that individuals who received the interpretive presentation retained more information immediately after the training session than individuals in either of the other two groups. This exploratory study suggests that using an interpretive presentation style is more effective in producing knowledge gain than fact-only presentations in informal learning environments such as zoos and aquariums.

Evidence of Public Engagement with Science: Visitor Learning at a Zoo-Housed Primate Research Centre

“…Thus, it is possible that seeing primates interacting with human scientists could have a negative effect on public understanding of primate science and conservation, rather than the desired positive effect. Animal training demonstrations in zoos, however, have been shown to have a positive effect on visitor learning [7], [8], but we cannot assume this is true of live scientific demonstrations with primates without empirical evidence.…”

Naturalistic Exhibits May be More Effective Than Traditional Exhibits at Improving Zoo-Visitor Attitudes toward African Apes

“…The design of RCAA, for example, provided distinct areas for ape training demonstrations that likely enhanced the educational impact of the exhibit. Interpretive presentations by zoo staff or volunteers have been shown to be more effective at producing knowledge gain than facts alone (Visscher, Snider and Stoep 2009) and may be necessary to capture, focus, and fully engage the attention of zoo visitors before an appreciable impact on learning is obtained (Bitgood 2010). A range of factors including identity-related motivations influence visitor learning (Falk and Storksdieck 2010), and future zoo exhibit POEs may therefore benefit by including more nuanced analyses that link changes in zoo-visitor knowledge to design features.…”

“…The broader impacts of even small shifts in visitor attitude in the right direction could be significant if one considers that more than 175 million people visit zoos and aquariums each year (Association of Zoos and Aquariums 2011). To achieve maximum conservation education impact, it is important that the passive benefits afforded by superbly designed ape exhibits and educational graphics are complemented and strengthened by active interpretation and programming (Stoinski et al 2001;Visscher, Snider and Stoep 2009;Wagner et al 2009). …”

Designing for youth interpreter professional development

“…Studies have shown that live interpretation results in larger learning gains than other explanatory methods, such as static text labels [22,26]. This effect is augmented when interpretation incorporates visitor contributions to dialogue, compared to more lecture-like interactions [42]. In addition to speaking with visitors, interpreters must also manage an entire system of interactions involving visitors, technology, tools, exhibits, and educational content.…”