Zoo Praxis and Theories: Teaching the Well-Being of Nonhuman Primates

Autor/in	Burton, Frances
Titel	Zoo Praxis and Theories: Teaching the Well-Being of Nonhuman Primates
Quelle	In: Journal of College Science Teaching, 33 (2004) 7, S.18-23 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Recreational Facilities; Learning Processes; Anthropology; Ecology; Primatology; Research Methodology; Well Being; Conservation (Environment); Preservation; Stimuli; Crowding; Space Utilization; Experiential Learning; Higher Education + Suchen Sie Ihr Suchwort? Freizeiteinrichtung; Learning process; Lernprozess; Anthropologie; Ökologie; Research method; Forschungsmethode; Well-being; Wellness; Wohlbefinden; Conservation; Environment; Konservierung; Bewahung; Umwelt; Anreizsystem; Raumnutzung; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Zoo projects that encourage reflective learning and are legitimate undertakings for untrained undergraduates are hard to develop. In this article, the author, as a professor in anthropology, discusses and teaches primate studies. His pedagogical goal in teaching primate studies is to enhance the process of learning, and to consider that students taking this course come from various backgrounds. Integrated into the course are two semester themes and projects relating to them: "Conservation" and "Well-Being in Captivity." These two themes lead students to observe and evaluate the social behavior of nonhuman primates. Thus, the author states that his intent is for students with disparate backgrounds to reflect on the world condition of nonhuman primates (NHPs) in their natural habitats--that is, issues of conservation and species preservation. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10