WZAM 3 | Why Zoos & Aquariums Matter Wave 3: STEM Matters ST - - PowerPoint PPT Presentation

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WZAM 3 | Why Zoos & Aquariums Matter Wave 3: STEM Matters ST - - PowerPoint PPT Presentation

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WZAM 3 | Why Zoos & Aquariums Matter Wave 3: STEM Matters ST STEM Matter ers: s: Inv nvest estiga gating ng the he Co Confl nfluence ence of f Visi sitor and nd Inst nstitutiona nal Le Learn rning Agenda das New

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

ST STEM Matter ers: s: Inv nvest estiga gating ng the he Co Confl nfluence ence of f Visi sitor and nd Inst nstitutiona nal Le Learn rning Agenda das

New Knowledge Organization Ltd COSI’s Lifelong Learning Group OSU Center for Research on Lifelong STEM Learning Association of Zoos and Aquariums

This material is based upon work supported by the National Science Foundation under Grant No. 1612729 & 1612699. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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Individual Visit

WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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Context Individual Visit

WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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Societal Context Individual Visit

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Why Zoos & Aquariums Matter Wave 3: STEM Matters

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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KE KELLY RI RIED EDINGER ER MA MARTIN ST STORK RKSD SDIEC ECK

Center for Research on Lifelong STEM Learning

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What are the entry characteristics

  • f visitors and how do these

characteristics play out in terms of behaviors during the Z/A visit?

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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Theoretical Context

  • Contextual model of learning (Falk & Dierking,

2000; Falk & Storksdieck, 2005)

  • Integrated Experience Model (Storksdieck,

2006)

  • Visitor based learning framework (Barriault &

Pearson, 2010)

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Study Design

Part 1 (Years 1 & 2):

  • Characterizing

Groups

  • Video Tracking

Study Part 2: (Year 3)

  • Interpretive In-Situ

Experimental Study

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Tracking Study

  • Pre-Post Interviews:

– Entry characteristics (pre-) – Plans for visit (pre-) – Visit details & behaviors (post-) – Decision-making processes (post-)

  • Full visit experience

with GoPro cameras

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This Study

Pre-Visit Interview (n=62) Z/A Observations (n=70) Post-Interviews (n=61)

  • Group Characteristics
  • Who do they typically

visit with

  • Motivation for the

visit

  • Plans for the visit
  • Perceived mission of

zoos/aquariums

  • Time at exhibits
  • Time in transit
  • Time engaged in

meaning making talk

  • Decision-making

conversations and behaviors

  • Remembered visit

behaviors

  • Extent to which group

adhered to visit plan

  • How decisions were

made

  • Learning about group

members and about self

  • Perceived mission of

zoos/aquariums

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Video-Based Tracking Data

  • Allows us to understand how people

make choices about what to experience

  • Tells us how and where meaning-making

happens

  • Allows us to link visitors declared

agenda to their actual behavior

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  • Entry Characteristics:

– Demographics, visit motivation, plans for the visit, perceptions of Z/A mission

  • Visit Behaviors:

– Decision-making, conservation education talk, meaning-making talk

  • Exit Narrative

– Perceptions of Z/A mission, self-reported visit activities and decision-making behaviors

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What we hope to learn from

  • ur data:
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OREGON STATE UNIVERSITY 22

Co Contact In Inform rmatio ion Kelly Riedinger kelly.riedinger@oregonstate.edu Martin Storksdieck Storksdieck@oregonstate.edu

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

Condition of the Visit

Joe Heimlich Mary Ann Wojton

  • E. Elaine Horr

Center for Research and Evaluation Lifelong Learning Group

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WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

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Question

What is the individual condition of the visit; how is the visit contextualized in the life stage and learning ecology of the individual and what are common entry themes and exit

  • utcomes tied to those themes, and how

dominant is each across the visiting population?

|

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Condition of the visit

Life Stage

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  • Social role

Condition of the visit

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Individual’s learningscape

Condition of the visit

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Conditions- Specific

Attraction Attention

Condition of the visit

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Study Design

Year 1:

  • Pre & Post Interviews with Members

Year 2:

  • Analyzed interview data, constructed

questionnaire Year 3

  • Administer Pre- and Post-

Questionnaire at 25 zoos and aquariums

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Year 1

158 Pre- and Post-Interviews completed at 7 sites

  • Columbus Zoo & Aquarium
  • North Carolina Aquarium at Fort Fisher
  • Cleveland Metroparks Zoo
  • Mystic Aquarium
  • Naples Zoo and Botanical Garden
  • Phoenix Zoo
  • Seattle Aquarium
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Tell me about yourself?

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And they did . . . .

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I come to the zoo primarily because the girlfriend and I enjoy animals.

They told us about who they visit with

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I would actually come here sometimes during lunch and just do the outer loop around Africa Trail

Adults who came alone

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it's always interesting, the landscaping, how they incorporate the zoo into the – kind of what you were just saying – the natural environment

They told us about their intent for the visit

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It's calming for me So we started a routine on Tuesdays they would do toddler Tuesdays here.

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  • get him away from video games and computers and TV and all

that fun things that kids grow up with today

  • we’ll be Pokémon hunting

About Technology

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Factor Construction & Reduction

  • Used literature and interviews
  • Created lists of items
  • Tested 142 items with panel, reduced to

60 items on questionnaires

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Demographics

  • Questions were developed based on

interview data and literature

  • Questions tested with visitors to COSI, a

science museum

  • 22 demographic variables, such as career

stage, hobbies, political viewpoint

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Current Work

We collaborated with 25 zoos and aquariums

  • Zoo/Aquarium staff is collecting pre- and

post-questionnaires data

  • 50 guests
  • Three times (busy season—either summer
  • r winter, fall, spring)
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If you are interested contact Mary Ann Wojton mwojton@cosi.org 614.629.3148

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Society Public Perceptions of Z/As

WZAM3 |

Why Zoos & Aquariums Matter Wave 3: STEM Matters

Rupu Gupta, John Fraser, John Voiklis, & Shuli Rank

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WZAM3 |

a s s i g n i n t e g r a t e b r i n g d

  • t

a k e N K O b r i n g d

  • t

a k e

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Research Question

What aspects of Z/As foster public trust in these institutions? National Survey 1

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National Study |

trust

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Framing |

Ways in which we asked about perceptions vs. trust

Perceptions How much do you agree / disagree: Z/As are . . . Trust How important is ____ for you to trust a Z/A?

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Trust |

Expectations

Ethical integrity Ethics Inform about specific animals Conservation Leadership Wildlife Agent, Informant, Activator Collaborator in conservation Guidance on Sustainability Advise on sustainability practices Quality visit Quality attraction Quality experience

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Overall |

Average for all questions

5.60 : 5.25

Expectation > Perception

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|

Largest discrepancies between expectations and perceptions

1 2 3 4 5 6 7

Appropriate diets Medical care Keepers' compassion Z/A cares about wellbeing Meets animal emotional needs Appropriate facilities Enough space

Largest Discrepancy

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Research Question

How does the public perceive Z/A within the STEM learning ecology? National Study 2

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STEM Learning Ecology

Settings

Zoos Aquariums Restaurants Science Centers Parks

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STEM Learning Ecology

STEM Topics

Water Quality Construction Climate Change Animal Behavior Nutrition

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STEM Learning Ecology

Modes of Learning

Using Senses Reading Signs Conversations Digital Media

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STEM Learning Ecology

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How frequency of encountering STEM sets apart Z/As

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How STEM topics set apart Z/As

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How STEM learning modes set apart Z/A

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Thank You |

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Thank You |

Rupu Gupta

rgupta@newknowledge.org

John Fraser

jfraser@newknowledge.org

John Voiklis

jvoiklis@newknowledge.org

Shuli Rank

srank@wcs.org

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Thank You | www.wzam.org