Conservation psychology: The future of conservation built upon a legacy.

The role that the social sciences play in conservation has been strengthened and codified over the past 20 years by many important contributions. This includes the influences of Dr. Carol D. Saunders who coined the term "Conservation Psychology" in a 2003 special issue of Human Ecology to identify a more efficient way for those with psychological expertize to work together towards a common mission. In this introduction to Zoo Biology's special issue on Conservation Psychology, we discuss the articles that make up this collection and propose further avenues for research and consideration within the field.

Beyond inspiration: Translating zoo and aquarium experiences into conservation behavior.

Conservation first appeared as a role for zoos and aquariums in the late 20th century, and over the past few decades has evolved to be central to the mission of modern, accredited zoos and aquariums (henceforth zoos). More recently, promoting proenvironmental behavior is increasingly recognized as an essential means for zoos to achieve their shared conservation mission. To support continued progress throughout the field, there is a need for greater clarity and confidence regarding successful approaches for promoting proenvironmental behavior. A growing body of research into the conservation-related outcomes of zoo experiences, along with findings from behavioral and social sciences, provides a basis for understanding how the relationship zoos have with their audiences can translate into measurable conservation results. By shifting the balance between motivation to act and barriers to actions so that motivation is the greater force, zoos can tip the behavior balance to successfully promote action on behalf of nature and wildlife. Zoo audiences are, on average, more intrinsically motivated to take action on behalf of wildlife than the public at large. By introducing extrinsic motivators and reducing barriers, zoos can set up the circumstances that move motivated individuals to take conservation action. Even individuals who lack intrinsic motivation can be moved to action through sufficiently attractive extrinsic benefits and low barriers. In this paper we present a framework that synthesizes this study and theory on environmental behavior change and offers actionable approaches for zoo and aquarium practitioners.

Social learning within a community of practice: Investigating interactions about evaluation among zoo education professionals.

The accessibility and ubiquity of zoos and aquariums-which reach over 700 million people worldwide annually-make them critical sites for science and environmental learning. Through educational offerings, these sites can generate excitement and curiosity about nature and motivate stewardship behavior, but only if their programs are high quality and meet the needs of their audiences. Evaluation is, therefore, critical: knowing what works, for whom, and under what conditions must be central to these organizations. Yet, many zoo and aquarium educators find evaluation to be daunting, and they are challenged to implement evaluations and/or use the findings iteratively in program development and improvement. This article examines how zoo education professionals engage with one another in a learning community related to evaluation. We use a communities of practice lens and social network analysis to understand the structure of this networked learning community, considering changes over time. Our findings suggest that individuals' roles in a networked learning community are influenced by factors such as communicative convenience and one's perceptions of others' evaluation expertise, which also contribute to forming and sustaining professional relationships. This study illuminates how project-based professional networks can become communities of practice.