Research methods and reporting practices in zoo and aquarium conservation‐education evaluation

Abstract

Zoos and aquariums are increasingly incorporating conservation education into their mission statements and visitor experiences to address global biodiversity loss. To advance knowledge and practice in the field, research is being conducted to evaluate the effect of zoo conservation-education experiences on visitor psychosocial outcomes (e.g., knowledge, attitude, emotions, motivations, behavior). Following recent discussions among scholars and practitioners concerning logistical and methodological challenges that likely undermine the conclusions of such research, we identified and reviewed the methods and reporting practices in peer-reviewed articles published in English from May 1998 to June 2016 that focused on adult visitor samples (47 articles, 48 studies). We examined elements of internal, external, construct, and statistical conclusion validity. Methodological quality of quantitative methods and reporting practices was determined using the Effective Public Health Practice Project Quality Assessment Tool. Each study was coded as either strong (no weak ratings), moderate (1 weak rating), or weak (≥2 weak ratings). The quantitative methods of 83.3% of studies were weak. The remaining 16.7% had methods of moderate quality. Using an existing checklist, we also assessed the quality and rigor of qualitative methods and reporting practices and found that some aspects of these methods were reported more comprehensively than others. For example, 69.6% of articles discussed methods for identifying key themes from the data, whereas only 34.8% reported how data verification was performed. We suggest increased application of intensive longitudinal methods (e.g., daily diary) to strengthen self-reported data, experimental and repeated-measures designs, and mixed-methods approaches. Our findings and recommendations could strengthen and guide the research and evaluation agenda for the field and ultimately enhance the contribution zoos make to global biodiversity conservation.

Biology science practicum learning: An evaluation study in junior high school of Ngemplak-Indonesia

“…The presence of practicum activities can provide a direct description of the biological phenomena that cannot be obtained if students only study biology from textbook in the classroom (Jeffery et al, 2016). Therefore a practicum is needed to facilitate students learn and gain experience directly (Mariyam, Lestari, & Afniyanti, 2015;Mellish, Ryan, Pearson, & Tuckey, 2019).…”

Animal-Visitor Interactions and the Visitor Experience: Visitor Behaviors, Attitudes, Perceptions, and Learning in the Modern Zoo (Preprint)

“…With all these varied interests, measuring the effectiveness of conservation messaging, educational elements, and public presentations -that are designed to change visitor perceptions and attitudes while onsite, and foster long-term changes in public conservationcaring after leaving -are somewhat marred by a quagmire of uncontrollable, interacting and/or confounding factors, and robust measurement techniques are currently lacking (Mellish et al, 2018). However, some clear contributing factors that influence visitor perceptions, attitudes and behaviors have been identified, and more factors are being discovered with continued research in this area (Clayton et al, 2009;Fernandez et al, 2009;Godinez & Fernandez, 2019).…”

Conservation impact scores identify shortfalls in demonstrating the benefits of threatened wildlife displays in zoos and aquaria

“…Significant educational effects were identified using t-tests, and Cohen's d effect sizes were used in calculation of conservation impact scores. These statistics are widely applied in conservation education evaluation (Mellish, Ryan, Pearson, & Tuckey, 2018), and can be used to compare results among different studies (Lakens, 2013) which is crucial to generate comparable conservation impact scores. As standardised group mean differences, Cohen's d can be meaningfully interpreted against benchmarks such as those suggested by Cohen (1988), unlike effect sizes used with ANOVA models such as partial eta squared that measure the strength of associations between variables (Lakens, 2013).…”

“…We recommend that Australian aquaria develop specific and targeted educational messages for sawfish displays, with ongoing evaluations to ensure that messages remain realistic and appropriate over time. The importance of evaluations to maximise the effectiveness of conservation education has been increasingly recognised in the literature (e.g., de White & Jacobson, 1994;Heimlich, 2010;Khalil & Ardoin, 2011;Mellish et al, 2018), and environmental education programs supported by evaluations are more likely to succeed than other programs (Carleton-Hug & Hug, 2010). Research and conservation activities should address specific conservation goals and draw more financial and in-kind support.…”