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Abstract
With the number and scope of environmental challenges continuing to increase, an understanding of the effectiveness of conservation programs is essential in order to allocate limited resources. This paper examines the effectiveness of environmental education within a zoo setting, focusing on the role of learners’ identity-related motivation. Results from survey (n = 296) and interview (n = 116) data collected from visitors to the Toronto Zoo suggest that education success is dependent on visitors’ dominant motivation, with preliminary data suggesting that Spiritual Pilgrims and Experience Seekers demonstrate greater gains in knowledge of environmental issues compared with Facilitators. Given that most zoo visitors fell into this Facilitator group, this finding may have an effect on future zoo management decisions. In addition, the proportion of visitors falling into each motivation group was significantly different than those previously found in the United States (p = 0.05), suggesting that zoo education strategies developed internationally may not be directly transferable to the Toronto Zoo.
Acknowledgements
The authors would like to thank the Toronto Zoo for agreeing to participate in this study; in particular, we extend thanks to Heather House for providing valuable advice and feedback. We would also like to thank Dr Roberta Fulthorpe from the University of Toronto for her guidance during the development of this study, and Dr George Arhonditsis for his enthusiastic support and input. Finally, we extend our thanks to Dr John Falk and Dr Joe Heimlich for providing us with the 20-question tool they had developed for the determination of visitors’ identity-based motivations.