Creating Learning Experiences That Promote Informal Science Education: Designing Interactive Zoo Exhibits Through Action Research

• In Event: 18.045 - Science Capital => STEM Capitxl: Practicing Theory in a Science Museum Youth Informal Learning Program

Abstract

Over the past twenty years, the main goal of zoos has started to shift to the education of guests in the area of conservation and shifting real-world behaviors to increase conservation-related efforts (Falk, Reinhard, Vernon, Bronnenkant, Heimlich, & Deans, 2007). Currently, there is little research regarding zoo guests shifting their real-world conservation-related practices (RCPs) after visiting an exhibit. This study utilized relevant research on exhibit design to create and study the effectiveness of a mobile interactive exhibit at the Seneca Park Zoo that promotes socialization, engagement in science, and conservation-related practices among guests. This study also served as one component of a major redesign project at the Seneca Park Zoo for their Rocky Coasts exhibit.

This study utilized Vygotsky’s (1978) sociocultural theory to help understand the learning processes that occur in informal learning environments. Additionally, the ideas presented by family learning theory (Borun, Chambers, & Cleghorn, 1996; Falk & Dierking, 2000, Gaskins, 2008), sociology of scientific knowledge (Lynch, 1994; Roth & Friesen, 2013), and social practice theory (Hargreaves, 2011) were explored to provide additional connections between sociocultural theory and informal learning environments.

This action research study targeted the following question, “How can interactive exhibits be designed to promote socialization, engagement in science, and RCPs among zoo guests?” Specific research questions included: 1. In what ways did guests engage with the exhibit? 2. In what ways were guests impacted by the exhibit? a) What evidence exists, if any, of guests learning science content from the exhibit? b) What evidence exists, if any, of guests being emotionally affected by the exhibit? c) What evidence exists, if any, of guests changing their RCPs after visiting the exhibit? Data were collected through surveys completed by zoo guests comparing multiple exhibits, interviews with guests before and after they used the prototype exhibit, observations and audio recordings of guests using the prototype exhibit, and follow-up phone interviews with guests who volunteered to participate. Data were analyzed collaboratively with members of the zoo’s exhibit Redesign Team using grounded theory qualitative data analysis techniques to find patterns and trends among data. Initial findings from data analysis were used to develop shifts in the exhibit in order to increase visitor engagement and learning. This process continued for two full action research cycles, which resulted in three iterations of the prototype exhibit.

The overall findings of this study highlight the ways in which guests engaged with and were impacted by this exhibit. Findings revealed the importance of the location of interactives and signage as well as a range of readability concerns for visitor engagement. In addition, findings highlight the roles of parents in informal learning environments, and the impact of exhibit design on dwell time and questioning. This study demonstrates the value and importance of utilizing an iterative design process informed by action research when creating learning experiences in zoos. This study also reinforces how difficult it can be to both influence and measure the shifting of guests’ RCPs.

Author

• Peter John Kalenda, College at Brockport - SUNY