Adolescent learning in the zoo: Embedding a non-formal learning environment to teach formal aspects of vertebrate biology

Zoo visits with guided instruction increase student learningThe purpose of this study was to investigate the impact on student learning about vertebrates, including the students' knowledge retention, when they were taken out of their school environments to visit a zoo. Researchers conducted a study involving 845 student participants between the ages of 10 to 12 years who were attending either fifth or sixth grade in 39 different classes from eight schools in the Saxony-Anhalt school system in Germany. A control group of 229 students received no instruction during one unstructured visit to the zoo. The remaining 616 students each participated in one of three treatment groups: Group 1 students were guided by a docent through their zoo visit; Group 2 students experienced peer-based group work combined with a teacher-centered summary of their zoo visit; and Group 3 students experienced peer-based group work that included peer-tutoring as well as self-regulated learning. All students visited the same zoo in Germany. The three treatment groups were each exposed to selected animals from the same three classes of vertebrates including reptiles, birds and mammals. Students were administered pre- and post tests of their knowledge as well as an additional test six weeks after their zoo visit to measure their knowledge retention.

Researchers found that the students who participated in the three treatment groups scored significantly higher on tests of their vertebrate knowledge, both immediately after the visit as well as six weeks later, compared to students who participated in the control group and therefore had no instruction while visiting the zoo. In addition, students in the two groups that incorporated some peer-based group work exhibited the largest impact on their knowledge and retention compared to the group led by a docent but without any peer work. Overall, researchers found that the fifth graders participating in the study benefited more from student peer-to-peer work combined with a teacher's summary in contrast with the sixth graders who positively responded to student-centered learning and produced higher scores without a teacher summary.