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Paperback A5, 170 pages, 23 figures, 4 tables, 25 pictures b/w.

33 Euro including shipping, handling and 10% VAT to countries of the European Union.
33 Euro including shipping, handling and banking fee to countries outside of the European Union.

Please contact the author, Monika Fiby (previously Ebenhöh) at monika at fiby.at or zoolex@zoolex.org to order a copy.

A glossary of technical terms is here.

Abstract:

By evaluating zoo design these theses not just consider visual outcomes of design decisions made by architects, landscape planners or designers because these depend on given resources and policies within the zoos' managements. Thus they discuss the underlying ideas of what tasks zoos are supposed to have and examine how these tasks may be fulfilled.

The emphasis of these theses is dealing with visitor studies for several reasons:

1. Visitor studies are an important feedback for the planning and designing of zoos and similiar institutions.

2. It is a relatively new field of research in zoos.

3. They are completed on a systematic basis and evolving into a new science in the United States.

4. It seems to be useful to engage more in this field in Europe. For researchers typical questions of concern are:

- Who is the zoo audience?
- How are people reacting to exhibits?
- How are they orienting?
- What do people learn at the zoo?

Examples of visitor studies carried out at zoos or similar institutions in the United States illustrate their importance for decision making in zoo management and design and show ongoing trends in zoos.

Zusammenfassung:

Das Thema dieser Diplomarbeit ist die Erfolgskontrolle in der Zooplanung. Berücksichtigt werden nicht nur die sichtbaren Ergebnisse der Planungsentscheidungen von Architekten, Landschaftsplanern oder Designern, da diese von verfügbaren Ressourcen und Managemententscheidungen der Zoos abhängen. Es werden auch die grundsätzlichen Aufgaben des Zoos diskutiert und Wege, wie diese zu erfüllen wären.

In den Vereinigten Staaten von Amerika wird zu diesem Zweck das Instrument der Besucherstudien in Zoos eingesetzt. Besucherstudien bilden aus mehreren Gründen den Schwerpunkt dieser Arbeit:

1. Sie stellen ein wichtiges Feedback für die Planung dar.

2. Es handelt sich um ein relativ junges Forschungsgebiet in Zoos.

3. Besucherstudien werden in den Vereinigten Staaten von Amerika systematisch durchgeführt und entwickeln sich zu einer eigenen Wissenschaft.

4. Es scheint ein Aufholbedarf auf diesem Gebiet in Europa zu bestehen. Typische Fragestellungen von Besucherstudien sind beispielsweise:

- Wer ist das Zoopublikum?
- Wie reagieren Zoobesucher auf die Exponate?
- Wie orientieren sich Zoobesucher?
- Was lernen Besucher in einem Zoo?

Ausgewählte Beispiele aus der Praxis in Zoos und ähnlichen Institutionen der Vereinigten Staaten sollen die Bedeutung von Besucherstudien für Management- und Design-Entscheidungen zeigen und Trends in der Zooplanung veranschaulichen.

Introduction:

The motivation to write a thesis on zoo design came from the idea that education of visitors is the only sufficient justification for exhibiting live animals in zoos. Neither recreational aims nor research on and conservation of wildlife seemed to necessitate zoos. The questions of interest therefore were

- What can people possibly learn at the zoo? - and

- What actually do people learn at the zoo? -

The hypothesis was that reasons for discrepancies between potential and real learning are management and design related. This thesis concentrates on the theoretical design aspect.

Systematic observations of visitors at different zoos have shown that in fact distinguishing features of exhibits and facilities create different visitor responses although the original design aim might have been the same for these exhibits or facilities. Interviews with zoo staff have shown that it is mostly unknown what visitors really get from their visit to the zoo. This also means that common practice in planning and design of zoos does not use much direct feedback from visitors.

However, scientists in the United States are developing evaluation instruments that should help designers decide more objectively and straightforward. A four months' stay in the United States of America was used for analyzing the relevant literature. This thesis is structured according to the chronology of the approach to the topic and considers American literature almost exclusively. The first section

what zoos want to be - why evaluate?

describes what zoos in general stand for. It explains why evaluation processes are critical for the zoos' success and gives a general view concerning the tasks of zoos, their strengths and weaknesses. Besides some relevant American research institutions are listed.

what zoos are - how do we know?

is the main section of the thesis dealing with discrepancies between design intention and actual impacts upon visitors. Ways to find and evaluate them are shown. Research methods and evaluation instruments are defined and exemplified. Finally, results of completed studies are discussed. In order to evaluate educational efforts in zoos there is a detailed chapter on learning psychology. Another chapter explores the American zoo audience. The last chapter discusses the visitor's response to zoo design. It analyses how people are orienting in zoos, reacting to exhibits and using support facilities and programs.

what zoos may be - do they change?

This section of the thesis draws conclusions from the preceding parts and gives an outlook. It summarizes current trends in zoo design and considers ecological requirements that may lead to a changing face of zoos.

Table of contents
 

1. Introduction

what zoos want to be - why evaluate?

2. Tasks of a zoo
2.1 Recreation
2.2 Education
2.3 Research
2.4 Conservation

what zoos are - how do we know?

3. Research in zoos
3.1 Aims and methods

3.1.1 Goal-free and goal-referenced research
3.1.2 Formal and informal research
3.1.3 Direct and indirect observation, self-report
3.1.4 Dependent and independent variables
3.1.5 Reliability
3.1.6 Validity
3.1.7 Attracting power
3.1.8 Holding power

3.2 Visitor studies

3.2.1 Purposes
3.2.2 "State of art"

3.3 Descriptive studies

3.3.1 Definition
3.3.2 Application

3.4 Evaluative studies

3.4.1 Definition and methodology
3.4.1.1 Front-end evaluation
3.4.1.2 Formative evaluation
3.4.1.3 Summative evaluation
3.4.1.4 Remedial evaluation
3.4.2 Application

3.5 Predictive studies

3.5.1 Definition
3.5.2 Application
3.5.3 Example

4. Learning in informal setting
4.1 Definition, characterization
4.2 How does one learn in an informal setting

4.2.1 Stimulus
4.2.2 Perception
4.2.3 Motivation
4.2.4 Distraction
4.2.5 Attention
4.2.6 Curiosity
4.2.7 Concreteness
4.2.8 Memory
4.2.9 Attitude
4.2.10 Behavior

4.3 Individual differences
4.4 Learning devices in zoos

4.4.1 Non-participatory learning devices
4.4.2 Participatory learning devices
4.4.2.1 Interactives
4.4.2.2 Docent
4.4.2.3 Programs
4.4.2.4 Self-scoring response systems
4.4.2.5 Evaluation

4.5 What can one learn in informal setting

4.5.1 Hierarchy of learning
4.5.1.1 Signal learning
4.5.1.2 Operant learning
4.5.1.3 Discrimination
4.5.1.4 Concept learning
4.5.1.5 Rule learning
4.5.1.6 Problem learning
4.5.2 Problem solving
4.5.3 Facilitations and limitations to learning in zoo settings
4.5.4 Socialisation

5. Zoo visitors
5.1 Demographics

5.1.1 Group composition
5.1.2 Age
5.1.3 Sex
5.1.4 Residence
5.1.5 Education
5.1.6 Frequency of zoo visit
5.1.7 Duration of zoo visit
5.1.8 Membership

5.2 Needs

5.2.1 Physiological needs
5.2.2 Safety needs
5.2.3 Social needs
5.2.4 Esteem needs
5.2.5 Arousal
5.2.6 Experiental needs
5.3 Perception
5.3.1. Perceptions, misconceptions, knowledge
5.3.2 Zoo related attitudes of various constituencies

5.4 Motivation

5.4.1 Zoo visit
5.4.2 Attention
5.4.3 Action

5.5 Behaviors

5.5.1 Spatial patterns
5.5.2 Temporal patterns
5.5.3 Behavioral patterns
5.5.4 Influencing factors

6. Zoo design
6.1 Orientation

6.1.1 Pre-visit orientation
6.1.2 On-site orientation
6.1.2.1 Conceptual orientation
6.1.2.2 Topographical orientation
6.1.2.3 Circulation
6.1.2.4 Maps
6.1.2.5 Guides
6.1.2.6 Signs
6.2 Exhibit
6.2.1 (No) principles for design
6.2.2 Accessibility
6.2.3 Attractiveness
6.2.3.1 Motion
6.2.3.2 Size
6.2.3.3 Anthropomorphism
6.2.3.4 Aesthetic
6.2.3.5 Mystery
6.2.3.6 Danger
6.2.3.7 Vertical depth
6.2.3.8 Novelty
6.2.4 Content
6.2.5 Sensual involvement
6.2.6 Triangulation
6.2.7 Fatigue, satiation
6.2.8 Safety
6.2.9 Location and surrounding
6.2.10 Adaptability
6.2.11 Live exhibits
6.2.11.1 Animal activity
6.2.11.2 Multispecies exhibit
6.2.11.3 Walk-through exhibit
6.2.11.4 Three generations
6.2.11.5 The immersion
6.2.12 Participatory exhibits
6.2.13 Audi-visuals

6.3 Support facilities

6.3.1 Parking
6.3.2 Entrance/exit area
6.3.3 Paths and transportation
6.3.4 Restrooms
6.3.6 Places to rest
6.3.7 Places to fool
6.3.8 Restaurants and picnic areas
6.3.9 Gift shops 141
6.3.10 Security and first aid
6.3.11 Education facilities

6.4 Programs

what zoos may be - do they change?

7. Perspectives
7.1 Horticulture
7.2 High tech
7.3 Children's zoo
7.4 Native wild animal parks
7.5 Conservation obligations

8. Epilogue

References
Appendix
List of figures
List of tables
List of pictures

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Abstract - Zusammenfassung - Introduction - Table of Contents

	Revised 2007-11-11	About | Gallery | Service | Firms | Fun | Research | Find