In the zoological garden- understanding botany in zoo education
Date
2009
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Publisher
University of Delaware
Abstract
Botany, which is the study of plants and associated knowledge, forms one of the foundations of life, yet it has lagged behind other academic disciplines in prominence. In fact, it is unfamiliar to the average citizen (Bozniak, 1994) and has lagged behind in venues of education in mainstream culture. This research sought to uncover if a bias existed in zoo education programs. Anecdotal evidence from botanists suggested a paucity of botany included in biology classes. Evidence to suggest the bias has been documented at all levels of education. Even the term „botany‟ is unfamiliar and used to convey a scientific approach to the topic. The term „horticulture‟, however, has a more common and approachable usage, and has a broader appeal to people outside of the scientific community.
This research also sought to document the level that horticultural topics were integrated into zoo educational programs via an original survey instrument administered to educators within zoos. Of the survey respondents, eighty-seven percent indicated that it was present in some form in their respective zoo education programs, which is encouragingly high. A conclusion that arose from the survey was that education staff is primarily responsible for the creation of education classes. An additional conclusion was that lack of interest in plants, lack of time and expertise were the largest obstacles to inclusion for those that took the survey.
Lastly, this research sought to suggest and present a lesson plan that highlights plant adaptations in a manner similar to animal adaptations in an engaging and educational manner at the Philadelphia Zoo. An existing lesson plan was adapted to highlight adaptations of plants, as well as animals. The class was well received by two classes and their teachers, implying that horticulture need not be static and boring and, in zoo education programs, nor serve only as a support for animals.