Learning at Workstations in the Zoo: A Controlled Evaluation of Cognitive and Affective Outcomes Export

@article{citeulike:5969014, abstract = {This study aimed to test the cognitive and affective benefits gained through the provision of educational materials at workstations in the Wilhelma Zoo in Stuttgart, Germany. Structured learning materials were developed for use with visiting school groups. The materials focused on the adaptations of 6 selected groups of bird species and were organized as a self-guided learning environment (workstations). The value of the materials was assessed in terms of cognitive (learning and retention) and emotional (interest, well-being, boredom, anxiety, contentedness) variables. The authors measured prior knowledge (1 week before the zoo visit), learning effect (1 week after the visit), and retention (8 to 9 weeks later). A total of 103 students (6th graders aged between 11–12 years) participated in the study, 77 receiving a treatment about adaptations in bird species and 26 receiving a treatment about reptiles which served as a control. Students had similar prior knowledge, but 1 week later students receiving the bird unit scored significantly better and this persisted into retention. Girls achieved higher scores than boys, both 1 week and 8 to 9 weeks after the visit. Surprisingly, students in the control group reported higher interest, well-being and contentedness, and lower boredom than those in the treatment group.}, author = {Randler, Christoph and Baumg\"{a}rtner, Sandra and Eisele, Heiko and Kienzle, Wilhelm}, citeulike-article-id = {5969014}, citeulike-linkout-0 = {http://dx.doi.org/10.1080/10645570701585343}, doi = {10.1080/10645570701585343}, journal = {Visitor Studies}, keywords = {adaptation, cao, zoo}, number = {2}, pages = {205--216}, posted-at = {2009-10-26 12:42:06}, priority = {2}, publisher = {Routledge}, title = {Learning at Workstations in the Zoo: A Controlled Evaluation of Cognitive and Affective Outcomes}, url = {http://dx.doi.org/10.1080/10645570701585343}, volume = {10}, year = {2007} }

TY - JOUR ID - citeulike:5969014 L3 - citeulike-article-id:5969014 N2 - This study aimed to test the cognitive and affective benefits gained through the provision of educational materials at workstations in the Wilhelma Zoo in Stuttgart, Germany. Structured learning materials were developed for use with visiting school groups. The materials focused on the adaptations of 6 selected groups of bird species and were organized as a self-guided learning environment (workstations). The value of the materials was assessed in terms of cognitive (learning and retention) and emotional (interest, well-being, boredom, anxiety, contentedness) variables. The authors measured prior knowledge (1 week before the zoo visit), learning effect (1 week after the visit), and retention (8 to 9 weeks later). A total of 103 students (6th graders aged between 11–12 years) participated in the study, 77 receiving a treatment about adaptations in bird species and 26 receiving a treatment about reptiles which served as a control. Students had similar prior knowledge, but 1 week later students receiving the bird unit scored significantly better and this persisted into retention. Girls achieved higher scores than boys, both 1 week and 8 to 9 weeks after the visit. Surprisingly, students in the control group reported higher interest, well-being and contentedness, and lower boredom than those in the treatment group. IS - 2 JF - Visitor Studies EP - 216 TI - Learning at Workstations in the Zoo: A Controlled Evaluation of Cognitive and Affective Outcomes PB - Routledge VL - 10 SP - 205 KW - adaptation KW - cao KW - zoo AU - Randler, Christoph AU - Baumgärtner, Sandra AU - Eisele, Heiko AU - Kienzle, Wilhelm PY - 2007/// UR - http://dx.doi.org/10.1080/10645570701585343 ER -