Page 288 - Zoo Animal Learning and Training

260 10 Making Training Educational for Zoo Visitors

VetBooks.ir mandatory (World Association of Zoos and been reported in a number of studies
(Ballantyne et al. 2007; Hacker and Miller
Aquariums 2003). Nonetheless, many of the
handling collections include animals com-
linked to conservation intent (Hacker and
monly kept as pets such as corn snakes. 2016; Reading and Miller 2007), and even
Although handling an animal, regardless of Miller 2016). Presentations or performances
species, may have benefits such as reducing using trained or conditioned animals offer
phobias and increasing concern for the spe- experiential learning opportunities. By
cies, the ease of availability of such animals increasing visitor engagement through the
may increase public desire for keeping assimilation of education within an entertain-
such animals as pets; missing the overall ing or enjoyable experience, these pro-
messages of biodiversity and conservation. grammes align with classical learning theories
Furthermore, individuals who handle animals such as Piaget’s theory of discovery and play,
in these sessions are often praised for their and Vygotsky’s social constructivism theory
‘bravery’ at touching the animals, which rein- (Piaget 1973; Vygotsky 1978). This combina-
forces concepts that the animal is dangerous. tion of affective and cognitive learning is
Some collections such as Chester Zoo (UK) often key to zoo mission statements. The aim
have opted to move away from live animal of many zoo education programmes is typi-
handling on welfare grounds, as handling ani- cally to enable visitors to develop a concern
mals are often kept in different conditions to for the natural world, and ultimately to
the other animals in a collection. However, increase their commitments towards its
they do encourage visitors to collect and han- preservation (Kellert 1996). To this end, inter-
dle wild animals in their grounds such as actions with animals can create a more
invertebrate species (Bazley 2018). This indi- personalised education experience in which
cates a shared belief that first hand contact conservation messages may be better
with animals is a crucial part of understand- received, potentially achieving increased per-
ing nature and echoes ideas of learning sonal meaning or relevance, which is consid-
through discovery and touch (Piaget 1973). ered an important dimension to learning in a
There needs to be a balance between deliver- zoo setting (Falk and Dierking 2000). This
ing high impact educational activities with emotional response to experiences is often
conservation value, and maintaining high associated with increased learning, empathy,
animal welfare standards. This may not be or connectedness. In zoos, the ability to see
easily achieved in practice, especially since animals performing active behaviours, as well
animal welfare must be assessed on an indi- as having ‘up‐close’ encounters with the ani-
vidual scale, whilst education and conserva- mals (Figure 10.6) has been linked to increased
tion impact is typically measured on much positive affective responses and predicted
larger, population‐level scales. However, by their ability to make meaningful connections
prioritising the needs of the individual ani- to concepts (Luebke et al. 2016). Self‐reported
mals, and developing training, housing, and emotional arousal was also highest for visi-
display methods in‐keeping with these needs, tors observing animals performing active
it is possible to deliver more sincere, legiti- behaviours such as during a bird of prey flying
mate conservation‐education messages. presentation or lion feeding event (Smith
et al. 2008b). Moreover, this self‐reported
data was supported by findings for changes in
10.5 Impact on Visitor Learning, the heart and respiration rates of these visi-
Attitude, and Behaviour tors, indicating a physiological response to
these zoo experiences.
As recently reviewed (Whitehouse‐Tedd It follows that animal training presenta-
et al. 2018), the ability of animal presentations tions, as well as the use of trained animals in
to elicit an increased knowledge retention has zoo education presentations, have a role to