Exploring the impact of zoological garden visits on science learning in primary school: acknowledging and transforming prior knowledge via outdoor learning

This study explores the impact of zoological garden visits on primary school students' science learning, aiming to understand their existing knowledge of wild animals and the transformative effects of experiential learning and outdoor learning. Drawing on insights from existing literature emphasizing the significance of aligning educational content with students' prior knowledge and the potential benefits of real-world learning experiences, this research employs a qualitative approach. The study engages ten participants, carefully selected from three schools in Township areas of Gauteng, South Africa. Grounded in constructivist theory, the research utilizes thematic analysis to interpret patterns, themes, and underlying meanings within students' drawings and interviews. Findings reveal a greater familiarity with domesticated species and profound emotional bonds with animals among participants. Furthermore, zoological garden visits challenge students' preconceptions about animals, enrich their science knowledge and vocabulary, and leave significant impressions through direct animal encounters. The study recommends practical strategies for teachers to enhance science education practices, emphasizing the importance of experiential learning and fostering emotional connections with nature. While acknowledging limitations, such as its specific context and sample size, this research contributes valuable insights for teachers and policymakers aiming to promote effective science education in primary schools.