The Zoo Voice: Zoo Education and Learning

Patrick, Patricia G.; Tunnicliffe, Sue Dale

doi:10.1007/978-94-007-4863-7_9

Cited by 2 publications

(2 citation statements)

References 39 publications

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“…This not only suggests that biofacts are good tools for teaching but may also indicate that looking at animal biofacts are interesting activities for visitors and provoke participants' emotions, even though live animals were not present. Other studies have found positive outcomes from animals' biofacts, such as animal conservation support (Swanagan, 2000), and children's recall of past animal experiences (Patrick & Tunnicliffe, 2013), which simulates affective memory. This finding may be meaningful to nature centers that do not have enough space or ideal conditions to maintain live animals in captivity for educational purposes.…”

Section: Animal Biofactsmentioning

confidence: 93%

Animals in Environmental Education: Assessing Individuals' Emotional Reactions to Interactions with Wildlife

Silva dos Santos,

Kelsey,

Fuhrman

et al. 2020

JAE

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Environmental education (EE) programs, when combined with human-wildlife interactions (HWI), can trigger emotions, an essential part of attitudes that influence pro-environmental behaviors (PEB). We used participant observation and a post-event evaluation survey to investigate emotional response to HWI among participants from marine educational programs at the University of Georgia Marine Education Center and Aquarium, Savannah, GA. We found that during HWI participants demonstrated positive (e.g., empathy) and negative emotions (e.g., frustration) with animals, including misconceptions and negative perceptions toward snakes and horseshoe crabs. In addition, outdoor exploration, contact with wildlife (direct or indirect), biofacts exhibitions and live animal presentations were the practices that most engaged participants in the programs, indicating that animals (e.g., turtles and crabs) can increase participants’ interest in educational activities. By incorporating wildlife in EE practices, educators can engage individuals in activities and stimulate their emotional attachment to animals, which can encourage changes in perceptions, leading to PEBs necessary for environmental conservation.

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Section: Animal Biofactsmentioning

confidence: 93%

Animals in Environmental Education: Assessing Individuals' Emotional Reactions to Interactions with Wildlife

Silva dos Santos,

Kelsey,

Fuhrman

et al. 2020

JAE

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“…For instance, human interactions with zoo animals have been seen as potential ways to foster caring attitudes toward individual animals and species (Kreger & Mench, 1995). The incorporation of digital technologies into these interactions has the potential to increase empathy and engagement in this time of vicarious, multimedia representations of the living world (Patrick & Tunnicliffe, 2013). Repeated meaningful interactions, especially with non-domesticated species, might help humans perceive a glimpse of the animal's otherness and their unique Umwelts (Nagel, 1974).…”

Section: Human-animal Relationship (Har) As Enrichmentmentioning

confidence: 99%

Sonic enrichment at the zoo

Kleinberger

2023

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There is a strong disconnect between humans and other species in our societies. Zoos particularly expose this disconnect by displaying the asymmetry between visitors in search of entertainment, and animals often suffering from a lack of meaningful interactions and natural behaviors. In zoos, many species are unable to mate, raise young, or exhibit engagement behaviors. Enrichment is a way to enhance their quality of life, enabling them to express natural behaviors and reducing stereotypies. Prior work on sound-based enrichment and interactivity suggest that a better understanding of animals’ sensory needs and giving them options to shape their surroundings can yield substantial benefits. However, current zoo management and conservation practices lack tools and frameworks to leverage innovative technology to improve animal well-being and zookeepers’ ability to care for them. Ethical considerations are called for in developing such interventions as human understanding of animals’ worlds is still limited, and assumptions can have detrimental consequences. Based on several interventions, four principles are proposed to guide a more systematic implementation of sonic enrichment in zoos. The goal is to lay the groundwork for the design of the zoos of the future, with a focus on sounds, for the benefit of the animals.

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The Zoo Voice: Zoo Education and Learning

Cited by 2 publications

References 39 publications

Animals in Environmental Education: Assessing Individuals' Emotional Reactions to Interactions with Wildlife

Animals in Environmental Education: Assessing Individuals' Emotional Reactions to Interactions with Wildlife

Sonic enrichment at the zoo

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