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003			BD-SySUS
005			20160413122638.0
007			cr nn 008mamaa
008			120930s2013 ne | s |||| 0|eng d
020			_a9789400748637 _9978-94-007-4863-7
024	7		_a10.1007/978-94-007-4863-7 _2doi
050		4	_aLC8-6691
072		7	_aJNU _2bicssc
072		7	_aPD _2bicssc
072		7	_aSCI063000 _2bisacsh
082	0	4	_a507.1 _223
100	1		_aPatrick, Patricia G. _eauthor.
245	1	0	_aZoo Talk _h[electronic resource] / _cby Patricia G. Patrick, Sue Dale Tunnicliffe.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2013.
300			_aVIII, 216 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_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.
520			_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.
650		0	_aEducation.
650		0	_aScience education.
650	1	4	_aEducation.
650	2	4	_aScience Education.
700	1		_aDale Tunnicliffe, Sue. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789400748620
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-007-4863-7
912			_aZDB-2-SHU
942			_2Dewey Decimal Classification _ceBooks
999			_c48452 _d48452