LEADER 04301oam 22007574 450 001 9910438349003321 005 20210604154134.0 010 $a9789400748637$bebook 010 $a9400748639$bebook 010 $a9781283698085 010 $a1283698080 024 7 $a10.1007/978-94-007-4863-7 035 $a(CKB)2670000000280456 035 $a(EBL)1030342 035 $a(OCoLC)812017281 035 $a(SSID)ssj0000767226 035 $a(PQKBManifestationID)11475555 035 $a(PQKBTitleCode)TC0000767226 035 $a(PQKBWorkID)10739566 035 $a(PQKB)11708454 035 $a(DE-He213)978-94-007-4863-7 035 $a(MiAaPQ)EBC1030342 035 $a(PPN)168339234 035 $a(EXLCZ)992670000000280456 100 $a20120930d2013 uy 0 101 0 $aeng 135 $aurcn#---uuuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aZoo Talk /$fPatricia G. Patrick, Sue Dale Tunnicliffe 210 1$aDordrecht :$cSpringer,$d[2013] 210 4$dİ2013 215 $a1 online resource (vii, 214 pages) $cillustrations 300 $aDescription based upon print version of record. 311 0 $a9400799098 311 0 $a9400748620 320 $aIncludes bibliographical references and index. 327 $aIntroduction -- Chapter 1 A History of Animal Collections -- Chapter 2 Rational for the Existence of Zoos -- Chapter 3 Visitors Knowledge of Zoos -- Chapter 4 Exhibit Design -- Chapter 5 Talking About Animals -- Chapter 6 Visitor Voice -- Chapter 7 School and Family Groups? Conversations -- Chapter 8 The Zoo Voice: Zoo Education and Learning -- Chapter 9 Information Educators Need to Know About Zoo Field Trips (Useful Field Trip Information) -- Chapter 10 Zoo Field Trip Design -- Conclusions. 330 $aFounded on the premise that zoos are ?bilingual??that the zoo, in the shape of its staff and exhibits, and its visitors speak distinct languages?this enlightening analysis of the informal learning that occurs in zoos examines the ?speech? of exhibits and staff as well as the discourse of visitors beginning in the earliest years. Using real-life conversations among visitors as a basis for discussion, the authors interrogate children?s responses to the exhibits and by doing so develop an ?informal learning model? and a ?zoo knowledge model? that prompts suggestions for activities that classroom educators can use before, during, and after a zoo visit. Their analysis of the ?visitor voice? informs creative suggestions for how to enhance the educational experiences of young patrons. By assessing visitors? entry knowledge and their interpretations of the exhibits, the authors establish a baseline for zoos that helps them to refine their communication with visitors, for example in expanding knowledge of issues concerning biodiversity and biological conservation. The book includes practical advice for zoo and classroom educators about positive ways to prepare for zoo visits, engaging activities during visits, and follow-up work that maximizes the pedagogical benefits. It also reflects on the interplay between the developing role of zoos as facilitators of learning, and the ways in which zoos help visitors assimilate the knowledge on offer. In addition to being essential reading for educators in zoos and in the classroom, this volume is full of insights with much broader contextual relevance for getting the most out of museum visits and field trips in general. 606 $aZoos$xEnvironmental aspects 606 $aZoos 606 $aEducation 606 $aScience education 606 $aEducation 606 $aScience Education 610 4$aEducation. 610 4$aScience Education. 615 0$aZoos$xEnvironmental aspects. 615 0$aZoos. 615 0$aEducation. 615 0$aScience education. 615 14$aEducation. 615 24$aScience Education. 676 $a590.73 686 $aWB 4049$2rvk 700 $aPatrick$b Patricia G$01064182 702 $aDale Tunnicliffe$b Sue 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 801 2$bStDnUAD 906 $aBOOK 912 $a9910438349003321 996 $aZoo Talk$92536715 997 $aUNINA