Multi-Site Case Studies About Zoo and Aquarium Visitors’ Perceptions of the STEM Learning Ecology

Abstract

Informal learning institutions like zoos, aquariums, science centers, and botanic gardens are popular among the American public. Many offer science-related activities, suggesting an “ecology” of sites varying in degree with regards to science and STEM (science, technology, engineering, math) learning in general. Understanding public perceptions of the STEM learning ecology can inform decisions about increasing STEM literacy in the United States. The current qualitative study used interactive workshops to understand the public’s perceptions of zoos and aquariums (Z/As) in particular, compared to other settings, for their potential to support STEM learning. Visitors identified a wide range of settings in institutions and their everyday lives where they experienced STEM learning opportunities. The primary STEM discipline they encountered was science, even though the opportunities were not explicit. They also recognized that these settings offer the potential for learning about technology, engineering, and math through staff facilitation. They distinguished Z/As from other cultural organizations because of opportunities to learn about science as it related to animals. Implications for STEM learning in informal settings are discussed for its potential to engage the public in STEM outside of the formal education context.

Note

Acknowledgments

The research was conducted as part of the National Science Foundation-funded STEM Matters: Investigating the Confluence of Visitor and Institutional agendas Initiative (DRK-1612729 & DRK-1612699) led by Knology, Oregon State University's Center for Research on Lifelong Learning, COSI's LifeLong Learning Group in collaboration with the Association of Zoos and Aquariums. The authors from Knology are solely responsible for the content. The authors thank the staff and members of the six Association of Zoos and Aquariums institutions that sponsored these case studies. We thank team members Sophie Gloeckler, Su-Jen Roberts, Brian Plankis, Nicole LaMarca, Nezam Ardalan, Jena Barchas-Lichtenstein, and Kathryn Nock for their support with data collection, analysis, and review. We also extend our thanks to Richard Bergl, Louise Bradshaw, Judy Braus, Kevin Crowley, Joe E. Heimlich, Kathayoon Khalil, Karen Knutson, Christiane Maertens, Jennifer Metzler-Fiorino, Jackie Ogden, Allison Price, Kelly Riedinger, Danielle Ross, Amy Rutherford, Martin Storksdieck, Cynthia Vernon, Rob Vernon, David Ucko, Stephen Uzzo, and Mary Ann Wojton for their support, advice, and commentary on the findings from this research.

Notes

1 The workshop protocol is available upon request from the first author at [email protected]

Additional information

Notes on contributors

Rupanwita Gupta

Rupanwita Gupta is a conservation psychologist, leading Knology's Biosphere research. She studies inclusive practices in the environmental movement and how nature can be a pathway for E->STEM learning. Her research also focuses on partnerships between cultural institutions and community organizations to create resilient communities. Address correspondence to: Rupanwita Gupta, Knology 40 Exchange Place, Suite 1403, New York, NY 10005 USA. E-mail: [email protected]

John Fraser

John Fraser is a conservation psychologist; President & CEO of Knology, a transdisciplinary social science think tank; and Editor of Curator: The Museum Journal. His research focuses on how cultural institutions like museums and libraries can motivate engagement in positive social change.

Shelley J. Rank

Shelley J. Rank is a Research and Evaluation Associate at the Wildlife Conservation Society in New York City. Her work focuses on informal learning environments, human dimensions of conservation, and visitor studies.

Joanna Laursen Brucker

Joanna Laursen Brucker is Chief Operating Officer for Knology. Her work focuses on empowering educators and nonprofit professionals to apply research findings to enhance learning outcomes.

Kate Flinner

Kate Flinner is Researcher and Communications Lead for Knology. She studies small group dynamics and decision-making processes in the context of informal learning and pro-environmental behavior.