How do visitors relate to biodiversity conservation? An analysis of London Zoo’s ‘BUGS’ exhibit

Lauriane Suyin Chalmin‐Pui · Richard Perkins

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Museums and Cultural Heritage Environmental Education and Sustainability Animal and Plant Science Education

Abstract

Using a case study of London Zoo’s BUGS (Biodiversity Underpinning Global Survival) exhibit, this article assesses the role of experiential learning in raising biodiversity knowledge, concern and potential pro-conservation actions. Using Personal Meaning Mindmapping, a novel method in visitor research, the study examines how adult visitors relate to biodiversity conservation. Researcher priming, perceived proximity, affection, and responsibility are explored as key factors in understanding biodiversity and conservation. A mixed-method approach involving statistical, discourse and semiotic analysis finds that BUGS enables visitors to value nature by fascinating and entertaining them. However, BUGS falls short of its experiential potential as it does not resonate in visitors’ everyday lives, nor does it enable them to personally contribute to conservation efforts.

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2007Barriers perceived to engaging with climate change among the UK public and their policy implications 1975Topophilia: A Study of Environmental Perception, Attitudes and Values 2016The Museum Experience 1998The Effect of Visitors ‘ Agendas on Museum Learning 2015Spatial Imaginaries Research in Geography: Synergies, Tensions, and New Directions 2004Rethinking Development Geographies 2008Looking beyond superficial knowledge gaps: Understanding public representations of biodiversity 2008Education and Conservation Benefits of Marine Wildlife Tours: Developing Free-Choice Learning Experiences

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