Haben Zoos einen Bildungseffekt? Quantitative Bildungserfolgserhebung am Beispiel des Zoo Zürich

Is the Zoo of Zurich an institution that imparts knowledge or educational benefit? The primary objective of the referenced master thesis was to analyse and seek to quantify certain parameters of this premise. In order to attain this objective, and in collaboration with Zoo Zurich, a broadly based evaluation via survey and analysis of the knowledge acquired and retained by visitors to the zoo was conducted. Applying 16 scientifically designed questionnaires, each developed for a specific sub-area (or animal enclosure) of Zoo Zurich, the majority of the zoo's available educational offerings could be included in the survey. The questions developed for the survey were based on six knowledge domains, all considered relevant and categorised in terms of change in attitude and behaviour by visitors to the zoo. The interviews carried out, encompassed 1'273 pre or 'entrance' and 1'234 post or 'exit' interviews, for a total sample size of 2'507 interviews.In a first step, the data analysis focused on the knowledge imparted during a single visit to the zoo. Via hypothesis testing, it was possible to prove with a 99% level of significance, that a single visit to Zoo Zurich can provide a significantly positive educational effect.Statements regarding the level of retention of such knowledge transfer were not yet possible with these insights gained. For this reason in a second step, a multiple regression (31 significant variables, R2 = 0.22) was calculated, for which the results obtained from the interviewees constituted the dependent variable. The conclusion attained was again positive: A single visit to the zoo has a significantly positive educational effect, and which accounted for approx. 5 percentage points within the questionnaires. In addition it was now possible to establish, that an increasing number of visits to Zoo Zurich translate into materially higher results (99% significance). Thus for example, the average knowledge or educational advantage attributable to frequent visitors (three or more visits per year) is 3.5 percentage points higher than other visitor groups. Consequently, the knowledge or educational effect gained at Zoo Zurich rather than merely temporary, instead indicates a certain level of sustainability or permanence of retention. This was also shown by the fact that the reduction or loss of knowledge due to lack of knowledge brush-up through a renewed visit to the zoo, did not occur rapidly but rather over several years.Next to these findings, particularly in focus also was the notable impact of children on the level of knowledge transfer by the Zoo Zurich. Thus, as became visible from the multiple regression, visitor groups with toddlers achieved significantly lower results in knowledge transfer or educational benefit versus those groups without children or visitors with adolescent children. As a result, the current potential for knowledge transfer at Zoo Zurich is, to a considerable extent, impaired. This given amongst the visitor groups questioned, that 63% were accompanied by children on average being five years of age.In a further step, the data were analysed as to whether the demonstrated transfer of knowledge or educational effect occurred across the entire Zoo Zurich, or if differences were verifiable amongst the selected 16 sub-areas or animal enclosures. The results revealed that four of the examined 16 sub-areas had a significantly positive educational effect. Allowing for expansion of the level of significance applied to 90%, an educational effect became visible in a further five sub-areas of Zoo Zurich. However, further study is needed to attain certainty for these five sub-areas. In seven sub-areas, on average, an educational effect could not be ascertained.In a closing step toward completeness of the insights gained, a final question was considered: What type of knowledge does the educational effect of Zoo Zurich encompass? To this end, the transfer of knowledge was individually tested for the six pivotal knowledge domains. The analysis showed a significantly positive educational effect in three of the six knowledge domains. Thus, zoo visitors exhibited an enhanced knowledge regarding appearance, names, and geographical distribution of the animal species observed. For the remaining knowledge domains of biotopes, behaviour & characteristics, and threats & protection, a visit to Zoo Zurich did not result in a change of knowledge.The question formulated at the beginning can, given the evaluations completed, be answered with a Yes: The Zoo of Zurich does impart knowledge. However, this knowledge transfer does not include all sub-areas of Zoo Zurich, nor all as pivotal defined knowledge domains.(The complete article in English relating to this abstract is available from the author via email: marc.duer@datazug.ch)