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Teaching and Learning About Zoos And TEACHING AND LEARNING ABOUT ZOOS AND BIODIVERSITY CONSERVATION: STUDENT, TEACHER, AND ZOO STAFF PERSPECTIVES AND EXPERIENCES by Jennifer Anastasia Skinner-Winslow A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Curriculum, Teaching, and Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Jennifer Anastasia Skinner-Winslow (2016) Teaching and Learning about Zoos and Biodiversity Conservation: Student, Teacher, and Zoo Staff Perspectives and Experiences Doctor of Philosophy 2016 Jennifer Anastasia Skinner-Winslow Graduate Department of Curriculum, Teaching, and Learning University of Toronto Abstract This study is situated at the intersection of school science and zoo education programs. It seeks to contribute to the literature by focusing on the perspectives and experiences of students, teachers, and zoo staff. The research moves beyond focusing on a visit to the zoo to include a complementary unit of study in a science classroom. Using a case study research design (Yin, 1994), I engaged in a unit of study focusing on zoos and biodiversity conservation with a teacher and his Grade 11 biology class; conducted interviews with the teacher, 14 students, and 11 zoo staff; administered teacher and student surveys; and collected supporting documentation. The curricular context for this study aligned with STSE education emphases and strategies (Pedretti & Nazir, 2011). Significant themes were identified in the data using the constant comparative method (Lincoln & Guba, 1985) and formed the basis for six vignettes (Polkinghorne, 1995). It was found that the teacher and most students held mixed views (concurrently for and against zoos), except for one student who held a consistent against-zoos stance. The zoo staff held a predominately for-zoos stance, yet were concerned about poor public perception of zoos. Findings suggest that the complex nature of modern zoos in society (Hyson, 2004; Lindburg, 1999) was reflected in the participants’ views. The teacher and zoo staff responded to these views in various ways, but educating the students about zoos was most common. The students stated that views against zoos did not impact their learning, although occasional tension over views occurred amongst students and the variable nature of zoos appeared to affect the students’ willingness to learn in zoos. The students revealed that exposure to multiple perspectives ii influenced how they formed views on zoos, and educator positioning on zoos was noticed by the students. These findings suggest that the teacher and zoo staff faced pedagogical challenges when responding to multiple views on zoos, including positioning on issues and influence over students. Implications from this research are provided for consideration by researchers, teachers, and zoo staff. iii Acknowledgements To my exceptional husband, Ryan, thank you for your unconditional love, patience, support, and encouragement. Thank you for the many days you cared for our girls so that I could work on this degree; and the many late nights of editing, so that I could have polished work to submit. You are an incredible life partner who always thinks of others and puts your family first; you have embraced my ambitions as your own by supporting me in every way that you possibly could. I love you and appreciate all that you have done to help me achieve this milestone, thank you. To my loving and devoted parents, Wayne and Anastasia, thank you for your continuous and selfless efforts in supporting my educational and life goals. Thank you for all your support and for the many hours spent watching my girls so I could work on this dissertation. From the very beginning you emphasized the importance of education and have made one sacrifice after another to help each and every one of your children achieve their dreams and goals. I love you so very much and thank you for all you have done to make me who I am today and for helping me to complete this degree. To my wonderfully supportive in-laws, Paul and Ellenor, thank you for the many ways that you have been there for me and for our family throughout this journey. Ellenor, you have been so generous with your time and have helped out so much over the years with watching the girls so that I could see this degree through to completion. You have both played a big role in helping me to reach this milestone and for that I am so grateful. Thank you. To my three beautiful daughters, Olivia, Grace, and Alexandra, my heart and soul, thank you for trying to understand Mommy’s need to “work.” I thank you for your constant and unconditional love and encouragement—from the many hugs and kisses to drawings and written post-it notes stating “Mom I love you”—these gestures have all contributed in their own special iv way to the completion of this degree and more importantly, to filling my heart with joy. I hope one day you too find fulfillment and pride in your achievements. I love you! To the teacher “Logan” and his 14 fantastic students who participated whole-heartedly in this study, thank you for your time, effort, willingness to share, and thoughtful responses. Without you and the support of the principal and staff at “Trinity Secondary School,” this project would not have been possible. Thank you. To the Department Manager and Department Coordinator who showed a keen interest in this study, as well as the other Toronto Zoo staff who contributed to this study, thank you for sharing your time, views, and insights. This project simply would not have been possible without your participation. Thank you. To my advisor, Dr. Erminia Pedretti, you have been incredibly supportive and understanding throughout this program of study. You have been the knowledgeable and skilled supervisor I needed to ensure that a quality research project was completed. Thank you for your efforts to create a personal connection and for your generosity in time and resources—such as the many meetings, emails, and phone calls that provided me with the support that I needed along the way. Thank you, also, for the opportunity to be involved in your research and to present alongside you in New York City. One of many memorable experiences in this journey, thank you. To my thesis committee member and interim advisor, Dr. John Wallace, thank you for going above and beyond and assuming the role of advisor (twice!). I truly appreciate the time and effort you put into reviewing multiple chapter drafts and offering much needed support, encouragement, and wisdom during critical phases of the writing process. Thank you. To my thesis committee member, Dr. Wanja Gitari, I truly appreciate all that you have offered in the way of supporting my efforts to produce a quality piece of research, including v reviewing and providing valuable feedback on my original proposal and again in the final stages of this process. Thank you. To my mentor, Dr. Joseph Engemann, you played a crucial role in my decision to pursue a doctorate and undertake many other academic endeavours. Your guidance and support have been strong and continuous from the moment I began my Master of Education degree under your supervision so many years ago. Thank you. I am truly blessed to have such a close-knit circle of family and friends and I give thanks to all of those who are not named here, but have offered love, support and encouragement throughout this incredible journey. vi Table of Contents Abstract …………………………………………..……………………………….……………….. ii Acknowledgements …………………………………….……………….………………………….. iv CHAPTER ONE: INTRODUCTION ……………………………………………………………… 1 Introduction to Research Topic ……………………………………………............................ 1 Rationale for Study ………………………………………….................................................. 3 Research Objectives ………………………………………………………………................. 4 Overview of Literature Review ……………………………………………………………... 5 Overview of Methodology …………………………………………………………………... 6 Researcher Positionality …………………………………………………………………….. 7 Outline of Dissertation ……………………………………………………………................. 8 CHAPTER TWO: LITERATURE REVIEW ……………………………………………………… 10 Introduction to Chapter ……………………………………..…………...…………………... 10 The Zoo Context: Past and Present ………….………............................................................. 10 A Brief History of Public Zoos ……………………………….....…………………… 10 Modern Day Zoos ……..……………………………………..……………………….. 13 Regulation of zoos …………………...……………………..………………….. 13 Association of Zoos and Aquariums (AZA) ……………………………. 13 Canada's Accredited Zoos and Aquariums (CAZA) ……………………. 14 World Association of Zoos and Aquariums (WAZA) ………….............. 14 Regulation of zoos in Ontario …………………………………………... 15 Mission objectives of zoos …………………………………………………….. 16 The complex identity and roles of zoos ……………………………………….. 21 The School Context: Science, Technology, Society, and Environment (STSE) Education … 25 STSE Education Emphases and Strategies …………………………………................ 27 STSE Education in the Ontario Context ……………………………………................ 32 STSE Education Implementation Challenges ………………………………………... 34 Educator positioning ………………………………………………………….. 34 Educator influence ……………………………………………………………. 37 Perspectives on Zoos and Related Teaching and Learning Experiences …………................. 38 For or Against Zoos? …………………………………………………………………. 39 General Public Perspectives ………………………………………………………….. 43 Student Perspectives ………………………………………………………………….. 45 Teacher Perspectives …………………………………………………………………. 48 Zoo Staff Perspectives
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